Civics in a Digital Republic : A Transformative Curriculum [1 ed.] 9781935978565, 9781935978541

Citation preview

Civics in a Digital Republic

Center for Democracy and Citizenship Education Morgantown WV 26506 Copyright 2012 by Center for Citizenship and Democracy Education All rights reserved. First edition published 2012 by Center for Democracy and Citizenship Education First edition distributed by West Virginia University Press Printed in the United States of America 20 19 18 17 16 15 14 13 12

123456789

ISBN (paper): 978-1-935978-54-1 ISBN (e-book): 978-1-935978-55-8 ISBN (PDF): 978-1-935978-56-5 Library of Congress Cataloging-in-Publication Data IN PROCESS p. cm. ISBN (paper): 978-1-935978-54-1 Library of Congress Control Number: Pending Cover photo: State Capital of West Virginia, photographed in July, 2006. Used with the Creative Commons licensed permission of Analogue Kid. Wayfinding icons were created from graphics by The Noun Project (http://www. thenounproject.com) and are used either with permission of a Creative Commons license or exist in the public domain. Book Design by Than Saffel. Resource links are not indicative of a relationship with or an endorsement of the linked site. The Center for Democracy and Citizenship Education (publishers) does not guarantee, nor is it responsible for, the quality, content, or accessibility of the resource links provided in this E-text.

Civics in a DIGITAL Republic

Robert A. Waterson Director, Center for Democracy and Citizenship Education College of Human Resources & Education, West Virginia University

®

Morgantown 2012

Table of Contents Preface     Acknowledgments     Introduction     Matrix of the National Curriculum Standards for Social Studies     Matrix of Next Generation Content Standards and Objectives for Social Studies in West Virginia     Remarks to the Student     Civics Education Concepts and Lesson    

vii viii 1 2–3 4 5 7

Unit A: Rights of the Individual    

15

Lesson 1: Media Literacy: Bill of Rights    Lesson 2: Creating Effective Citizens: Civic Resources     Lesson 3: Global Community: Human Rights Resources Center     Lesson 4: Civic Virtue: What Has Value?    Lesson 5: Service Learning: Volunteering and Reflection     Culminating Activity: Rights of the Individual   

16 20 24 29 36 47

Unit B: Freedoms of the Individual   

57

Lesson 1: Media Literacy: The First Amendment     Lesson 2: Creating Effective Citizens: Web Resources     Lesson 3: Global Community: Skype     Lesson 4: Civic Virtue: Digital Artistic Expression of Civic Heroes    Lesson 5: Service Learning: Online Safety and Voting    Culminating Activity: Freedoms of the Individual: WV Tech Steps   

58 64 73 77 85 92

Unit C: Responsibilities of the Individual    

95

Lesson 1: Media Literacy: State Officials     Lesson 2: Creating Effective Citizens: Facing History & Project Citizen Lesson 3: Global Community: Digiteen Project     Lesson 4: Civic Virtue: The “Good” Leader     Lesson 5: Service Learning: Service as Responsibility     Culminating Activity: Cyber Bullying   

97 102 110 115 124 130

Unit D: Beliefs Concerning Societal Conditions and Governmental Responsibilities  



137

Lesson 1: Media Literacy: The Constitution    Lesson 2: Creating Effective Citizens: The Civic Mirror    Lesson 3: Global Community: Programs for International Relations  Lesson 4: Civic Virtue: Community Civic Virtue    Lesson 5: Service Learning: Our Community    Culminating Activity: Emerging Democracies   

138 146 150 165 179 185

Unit E: Financial Literacy   

199

Lesson 1: Council for Economic Education    Lesson 2: The Mint    Lesson 3: National Financial Capability Challenge        Lesson 4: iCivics       

200 204 208 212

Curriculum Toolbox   

215

Digital Tools    Civics Tools    Knowledge Tools    Financial Literacy Tools    Geography Tools   

216 219 227 232 234

Preface The Center for Democracy and Citizenship Education (CDCE) has assumed a critical leadership role in the development of a new generation of West Virginia citizens. Specifically, the CDCE has created a Civics Digital Curriculum to allow for an innovative and well designed program in civic education to be implemented across West Virginia schools at the secondary level. As West Virginia begins a transition from tangible text to the digital age, this curriculum provides considerable freedom and flexibility while remaining true to academic rigor. Based on the National Council for the Social Studies foundational guidelines and Next Generation Content Standards and Objectives for Social Studies in West Virginia, we have created an exciting curriculum program for 21st century teachers, providing the tools and techniques to use in teaching civism in a contemporary digital age. As a result we have created a user friendly digital curriculum, which combines technological literacy, political awareness, critical thinking, collaborative learning, and effective communication. Throughout the development of this program it was our goal to take the knowledge rich curriculum of West Virginia civics and expand it through creative and interesting technology skills. The power of learning civic education can be developed by utilizing many rich and diverse learning styles, including designing and creating various art forms. In this curriculum there are program tools to help students express their knowledge of citizenship responsibilities and interpret them in various graphics and art forms. Such programs include: Tech Steps, Toon Do, Glogster, and text based Blogs. Providing such a variety of art forms for students to express themselves not only represents the highest form of Bloom’s taxonomy (creation), but allows students to explore individual expression and self-interest which may also promote lifelong learning habits. The CDCE has recognized that West Virginia students need to develop these critical and explicit skills for success in the twenty-first century. The Civics Digital Curriculum affords choice which reinforces responsibility and democratic action by directing and encouraging students and teachers to become constructors of the curriculum. By doing so, students and teach-

ers are responsible for choosing how to engage in civic content and have the opportunity to become active in their classroom and community. The ultimate goal of civic education is to prepare students to become literate, rational, active, and vibrant civic members of their community. This goal became the catalyst for the CDCE to complete the digital civics curriculum program and put powerful and meaningful civic education into practice.

Acknowledgments Special thanks to Kay Goodwin, Cabinet Secretary for the West Virginia Department of Education and the Arts. Secretary Goodwin has provided insight and encouragement through the development of this Civics Digital Curriculum. The West Virginia Department of Education and the Arts has provided support for the completion of this project through a grant. Also, thanks to the College of Human Resources and Education at West Virginia University for supporting the CDCE in this endeavor to create an innovative E-book for instructional guidance for the next generation of West Virginia citizens. We gratefully acknowledge the critical contributions of the following graduate students who provided endless hours and their creative skills and knowledge to make the completion of this project timely and meaningful for our West Virginia teachers and students: Carolyn Brejwo, Phil Caskey, Alex Tuel, Katherine Jenne, Matt Cox, and Seth Gordon.

















–Robert A. Waterson, Ph.D.

Director, Center for Democracy and Citizenship Education College of Human Resources & Education West Virginia University

Introduction As a twenty-first century teacher, this curriculum will provide you the tools and techniques you may use to teach civism in a contemporary, digital age. West Virginia is one of only nine states that require civics class for graduation. Additionally, West Virginia is one of just four states that requires a year long, extensive and intensive civic education. As a result, we have created this user-friendly digital curriculum, which combines technological literacy, political awareness, critical thinking, collaborative learning, and effective communication. These skills are critical for success in the twenty-first century and through the use of contemporary technologies we hope to aid teachers in providing for their students contemporary methodology. Technology is only valuable to a community when it is used to enhance education. It is our goal to take the rich knowledgebased civics curriculum of West Virginia and expand it through technology. This curriculum provides you with five units on Civic Education with five strands from which you may select those that will meet the needs of your classroom. Each unit has been matched with NCSS and West Virginia state standards. The units include a variety of activities that require different types of technology allowing you and your students multiple options. In addition, we have explicitly included Unit E on Financial Literacy in order to meet the requirements of the State of West Virginia. Allowing teachers and students to make choices about the curriculum reinforces responsibility and democratic action by making the participants critical constructors of the curriculum. They become responsible for choosing how to engage in civic content and have the opportunity to become active in the classroom community. The ultimate goal of civic education is to prepare students to be members of their community and we hope, through this curriculum, to put this goal into practice through the application of the digital civics curriculum. The authors encourage you to examine the contents of this digital curriculum text. By constructing this E-book full of effective and meaningful resources and creating standard-based lesson plans we have enabled you, the educator, to choose the material that will best prepare your students to be engaged citizens of their community, state, nation and world.

NCSS Themes

A.1

A.2

A.3

A.4

Theme 1: Culture

X

X

X

Civics Education and Change Concepts

X

Theme 3: People, Places, and Environments continued

X

Theme 2: Time, Continuity,

Theme 4: Individual Development and Identity

X

X

Theme 5: Individuals, Groups, & Institutions

X

X

Theme 6: Power, Authority, & Governance

X

X

Theme 7: Production, Distribution, & Consumption

X

X

X

X

A.5

B.1

B.2

B.3

B.4

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Theme 9: Global Connections

X

X

X

B.5

CA.B

X

X

X

X

X

X

X

Theme 8: Science, Technology, & Society

Theme 10: Civic Ideals and Practices

CA.A

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

Above and opposite: Content in this curriculum applicable to teaching the ten themes of social studies as defined in the National Council for the Socal Studies' National Curriculum Standards for Social Studies. Following page: Content in this curriculum applicable to teaching the Next Generation Content Standards and Objectives for Social Studies in West Virginia Schools.

3

X

X

X

Theme 9: Global Connections

Theme 10: Civic Ideals and Practices X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

X

D.2

Theme 8: Science, Technology, & Society

X

X

X

X

D.1

X

X

X

X

X

CA.C

Theme 7: Production, Distribution, & Consumption

X

X

Theme 6: Power, Authority, & Governance

X

X

X

X

Theme 5: Individuals, Groups, & Institutions

X

X

Theme 4: Individual Development and Identity

C.5

X

X

X

C.4

X

X

C.3

Theme 3: People, Places, and Environments

C.2

X

X

C.1

Theme 2: Time, Continuity, and Change

Theme 1: Culture

NCSS Themes

X

X

X

X

X

X

X

X

D.3

X

X

X

X

X

X

X

D.4

X

X

X

X

X

D.5

X

X

X

X

X

X

X

X

X

X

CA.5

X

X

X

X

X

X

E.1

X

X

X

X

X

X

E.2

X

X

X

X

E.3

X

X

X

X

X

X

X

X

E.4

x

A.CA

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

C.1

x

x

x

x

x

x

x

x

x

x

C.2

x

x

x

x

C.3

x

x

x

x

C.4

x

x

x

C.5

x

x

x

x

x

C.CA

x

x

x

x

x

D.1

x

x

x

x

x

D.2

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

D.3

x

x

x

x x

x

x

D.CA

x

x

x

x

D.5

D.4

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

x

E.1

x x

x

x

x

E.3

x

x

E.2

SS.12.G.3

SS.12.G.2

SS.12.G.1

SS.12.E.12

x

x

x

x

x

x

x

x

x

x

x

x

x

B. CA

SS.12.E.11

x

x

x

x

x

x

B.5

x

x

x

x

x

x

B.4

continued

SS.12.E.10

SS.12.E.9

SS.12.E.8

SS.12.E.7

SS.12.E.6

SS.12.E.5

SS.12.E.4

SS.12.E.3

SS.12.E.2

SS.12.E.1

SS.12.C.25

x

x

x

SS.12.C.23

SS.12.C.24

x

x

SS.12.C.22

x

x x

x

SS.12.C.21

x

x

x

SS.12.C.20

x

x

x

x

x

SS.12.C.19

x

x

x

x

B.3

SS.12.C.18

SS.12.C.17

x

x

SS.12.C.16

x

SS.12.C.15

x

SS.12.C.14

x x

x

SS.12.C.13

SS.12.C.12

x

x

SS.12.C.11

x

x

x

x

x x

x

x

x

x

x

x

B.2

SS.12.C.10

x

x

x

B.1

SS.12.C.9

SS.12.C.8

SS.12.C.7

SS.12.C.6

SS.12.C.5

x

x

SS.12.C.4

x

x

A.5

x

x

A.4

SS.12.C.3

x

A.3

x

x

x

x

A.2

A.1

SS.12.C.2

SS.12.C.1

Civics Education Concepts x

x

x

E.4

Remarks to the Student What did you think when you saw that your schedule for your senior year of high school included civics? Did you consider what the class was about? Did you question what you will be studying this year? Some people think that civics is only the study of the government. Is this what you thought? The authors of this curriculum agree with the National Council for Social Studies that civic education is the development of knowledge, skills and actions related to the position of being a citizen. We believe that civic education is more than the study of government. We believe that it is the study of your role and responsibility as a citizen of your town, state, nation and world. In West Virginia, our teachers put a strong emphasis on providing knowledge of the government to you, the student, in many different ways. The full understanding of the way government works in this country and the ideals upon which it was founded are only one piece of the puzzle that is civic education. We feel that for you to be truly equipped for your future in civic life, you must be effectively educated in the ideals and behaviors of community, and what it means to be a part of that community. There is a need for you to be exposed to all the conditions that surround the idea of citizenship. It is much more than voting and paying taxes. Finally, we feel that civic education needs to allow you to explore “human dignity.” In an increasingly globalized world, it is evident that we are all, in fact, “in this together.” It is an essential piece of civic education to prepare all of you for your interactions and endeavors with various other communities throughout the globe, which will, in turn, affect the futures of generations to come. At this point in your lives, we know that all of this may sound trivial on one end of the spectrum, or incredibly overwhelming on the other end. Nevertheless, a prime objective of civic education is to empower you as a citizen of this country, and ultimately, of this planet. For many of us, all we have in life are our voices, and the choices that we make. One goal of civic education is to maximize your voice as a contributing member of your community. This is why we would like to take the opportunity to provide your teachers, your peers, and you with a program that engages you with

Remarks to the Student continued

those essential aspects of a full civic education through the possibilities of this digital curriculum. This program centers around four themes that define civic education as Rights of the Individual, Freedoms of the Individual, Responsibilities of the Individual, and Beliefs Concerning Societal Conditions and Government Responsibilities. Within these four, we address media literacy, becoming effective citizens, the global community, civic virtue, and service learning. We have also included lessons in Financial Literacy to help prepare you for financial independence. The digital toolbox provided in this program allows for these lesson plans to convey important information through new and various means of twenty-first century technology, which will allow for a more in-depth, engaging, and ultimately, more enjoyable interaction with the subject matter. For you, we want to point out the great opportunities that this program can provide for you to make choices about your curriculum. How often have we all wished to have a little more say in what we are learning and working with in our school experiences? With this approach to civic education, we are finally providing that opportunity to you and your teachers. In a country that is as unique as ours, from state to state, and from city to city, it is important to remember how different our communities and cultures can be from each other. What may be a pressing issue in one, may not be as important in another. By providing your teachers and you with several different options for lesson plans, resources, and tools, we hope that it will help your teacher, your peers and you create the most effective civic experience for your classroom, your community, and your future. We also hope that you will enjoy our heavy emphasis on technology and the development of skills. These skills will encourage you to create artistic and thoughtful projects that can be shared with others via the Internet and presentations.

Civics Education Concepts Lesson SUMMARY In this curriculum, civics education concepts provide your students with the ability to interact with and use a civic vocabulary. They will aid in building and reinforcing your students’ civic knowledge.

PROCEDURE We would recommend that you review five terms a day until your students master the content. Present the term to them, define the term or identify the person and ask the students if they have any knowledge to add. As the students begin to demonstrate competency, you may proceed by providing either the term or the definition and have the students provide the other. MATERIALS & RESOURCES

Resources •

Civics Education Concepts

STANDARDS & ASSESSMENT Next Generation Content Standards and Objectives for Social Studies in West Virginia SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). SS.12.C.18 Students will develop an understanding of the American legal system through examining existing ordinances, statutes, and Federal Acts, exploring the differences between criminal and civil law, and determining legal obligations and liabilities of American citizenship.

Civics Education Concept Lesson

Civics Education Concepts Lesson continued

SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment The assessment for this lesson should be mastery based. Each student should be assessed until they are able to accurately identify every term. This process could take most of the year. We encourage you to review five terms a day most days of the week.

Civics Education Concepts Affirmative Action Programs for minorities supported by government as a means of providing equality under the law.

Articles of Confederation The first adopted constitution of the newly independent United States.

Attorney General The chief legal officer of the nation or state.

Bicameral Name for a two house legislature.

Bill of Rights The first ten amendments to the Constitution adopted in 1791 which establish the basis of civil liberties for Americans.

Cabinet Fifteen major departments that assist the president in carrying out the law.

Census Official count of the population which includes recording of statistics such as age, sex, occupation, and property ownership.

Checks & Balances Constitutional provisions giving each branch of the national government certain checks over the actions of other branches.

Civics The study of what it means to be a citizen of the United States.

Civil Disobedience Form of public protest involving the breaking of laws believed to be unjust.

Civics Education Concepts

Civil Law Civics Education Concepts continued

The body of law that deals with the rights of private citizens.

Communism System of government in which a single totalitarian party controls all means of production and distribution of goods and services.

Congress Collective name for America’s law making body.

Constituent A person living in the district of an elected official.

The Constitution The document that acts as a framework for government and is the supreme law of the land.

Declaration of Independence Document that became the blueprint for the American Revolution.

Demographics Characteristics of a population, including age, sex, and race.

Diplomacy The conduct by a nation of its foreign relations.

Direct Democracy A form of government in which all the people meet together at one place to make laws and decide what actions to take.

Due Process of Law Rights of a citizen accused of a crime.

Electoral College The body of electors that selects the president of the United States.

Executive Branch Branch of government that has the power and responsibility to carry out or enforce the law.

Federal Bureaucracies

Civics Education Concepts

Government agencies that carry out and enforce the laws passed by Congress.

continued

Federalism The overall division of power between the federal government and state governments.

Filibuster A method of delaying action on a bill in the Senate by making long speeches.

Gerrymandering State legislatures creating oddly shaped congressional districts.

Governor The head executive of a state.

House of Representatives The house of Congress in which a state’s representation is a reflection of the population.

Impeachment Listing of accusations against a federal official of crimes for the purpose of removing that official from office.

Incumbent Elected officials who are running for new terms in office.

Judicial Branch Branch of government that interprets or explains the law.

Judicial Review Civics Education Concepts continued

Power of the courts to rule or laws passed by Congress and the states, or on policies of the President and the executive branch.

Lame Duck An officeholder who is either defeated or is retiring from office but holds the office until a successor is sworn in.

Legislative Branch The branch of government that makes laws.

Line Item Veto Veto that allows the president to omit from a bill or law what they consider unnecessary spending.

Lobbyist The primary instruments of fostering a special interest group’s goals to the policymakers.

Majority Leader Persons selected by the political party holding a majority of the seats in the House and Senate.

Miranda Rights The rights directing police to inform the accused upon their arrest.

Pocket Veto A means by which the president can reject a bill by not signing it.

Political Party A group of people joined together by common philosophies with the aim of getting candidates elected.

Popular Sovereignty Government by consent of the governed- The power of government is in the hands of its people.

Preamble The introduction of the Constitution that outlines the goals of the document.

Primary Election

Civics Education Concepts

An election in which the voters of various parties choose candidates to run for office in a general election.

continued

Redistricting or Apportionment Process that takes place every ten years mandating that state legislatures redraw congressional districts.

Representative Democracy Form of government that relies on the consent of the people and is often called a republican government.

Rule of Law Constitutional principle that states no one person is above the law.

Secretary of State Title of the highest ranking member in the State Department.

Senate The house of Congress in which states have equal representation.

Senate President Pro Tempore Most senior senator of the majority party who is third in line for the presidency.

Separation of Powers The constitutional division of powers among the three branches of the national government.

Socialism System of government involving collective or government ownership with the goal of bringing equality.

Speaker of the House Civics Education Concepts continued

The representative from the majority party in the House of Representatives who sets the House agenda.

State of the Union Address Constitutional requirement imposed on the president to deliver an annual report regarding the state of the nation.

Statutory/Criminal Law The body of law dealing with criminal law. Suffrage The right to vote guaranteed to African-Americans in the Fifteenth Amendment and women in the Nineneenth Amendment.

United Nations International governing body established after World War II to ensure human rights and keep peace.

Veto Power of the president to prevent enactment of legislation passed by Congress.

Other Concepts Who is the Congressional representative for your district? Who is the Speaker of the House? Who is the Senate Majority Leader? Name your two Senators.

Unit A

Rights of the Individual A.1 Media Literacy: Bill of Rights A.2 Creating Effective Citizens: Civic Reflection A.3 Global Community: Human Rights Resources Center A.4 Civic Virtue: What Has Value? A.5 Service Learning: Volunteering and Reflection Culminating Activity

Rights of the Individual

A.1 RIGHTS OF THE INDIVIDUAL

Media Literacy BILL OF RIGHTS SUMMARY This lesson will provide students with the opportunity to explore the Bill of Rights and apply the rights to court cases. • Students will research the Bill of Rights. • The lessons in this unit fall under the NCSS’s guide for Rights of the Individual (life, liberty, dignity, security, equality of opportunity, justice, privacy, private ownership of property). PROCEDURE

Day 1 • Students should already have a general understanding of the Bill of Rights. This could be accomplished through the introductory lesson provided by the curriculum. • Have students read “A More Perfect Union” (http://www.archives.gov/exhibits/charters/constitution_history.html) to become more familiar with the Constitution and Bill of Rights. • Have students go to the National Archives web site for the Bill of Rights: “Bill of Rights” (http://www.archives.gov/exhibits/charters/bill_of_ rights.html). • Have students go to the “read transcript” link and read the Bill of Rights. • Discuss with your students what Rights they believe are most important. Have students briefly write a paragraph about why they believe that particular Right is so valuable.

16

• Have students go to the web site iCivics (http://www.archives.gov/exhibits/charters/bill_of_rights.html) and register for the game Do I Have A Right? (please be sure to become familiar with the game so that you can answer any questions your students might have). • In Do I Have A Right? you’ll run your own firm of lawyers who specialize in constitutional law. You’ll need to decide whether potential clients “have a right,” and if so, match them with the right lawyer. • This will only be an introduction to the game. Tomorrow students will have more of an opportunity to play the game.

Day 2 • • • •

Briefly review the ideas discussed yesterday regarding the Bill of Rights. Have students continue to play Do I Have A Right? Once you feel that they have learned all they can, move to the next task. Next task: place students into groups of manageable size and have them go to the web site Prezi (http://prezi.com/) to create an account. Have students create a Prezi about a particular Amendment in the Bill of Rights.

RIGHTS OF THE INDIVIDUAL

A.1 Media Literacy BILL OF RIGHTS continued

Day 3 • Allow students more in-class time to work on their Prezis. • Students will prepare to present their work to the class.

Day 4 • Have students present their work to the class (reminder: Prezi does not need the Internet to be presented. However, if there is a video attached to the presentation, the Internet must be available).

Differentiated Instruction • Students not familiar with computers may need extra attention. • Advanced students could make multiple Prezis outside their group work. • Make sure there is time to work at school for students without home computers or Internet access. 17

RIGHTS OF THE INDIVIDUAL

A.1 Media Literacy BILL OF RIGHTS continued

• These lessons are constructed so that teachers are able to address various learning needs in their classrooms. We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Collaboration • Students will work collaboratively and individually in groups of four to six.

Time Allotment • Four class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Prezi (http://prezi.com/) • Bill of Rights (http://www.archives.gov/exhibits/charters/bill_of_rights. html) • iCivics (http://www.icivics.org/games/do-i-have-right) • Curriculum Toolbox

Resources • Computer Lab • Internet • Projector to display student work STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively 18

participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.18 Students will develop an understanding of the American legal system through examining existing ordinances, statutes, and Federal Acts, exploring the differences between criminal and civil law, and determining legal obligations and liabilities of American citizenship. • SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment

RIGHTS OF THE INDIVIDUAL

A.1 Media Literacy BILL OF RIGHTS continued

• Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide forthe study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics It is your professional opinion as to what you would like the student’s Prezi to encompass.

19

A.2 RIGHTS OF THE INDIVIDUAL

Creating Effective Citizens CIVIC RESOURCES SUMMARY In this lesson, teachers will utilize the website Civic Reflection, which provides a vast array of resources to help them integrate class discussions about civic issues in literature. The website provides a “How To” guide that includes sample resources, as well as a resource library where teachers can find a variety of readings that help students develop critical thinking skills while evaluating their involvement in society as an individual. • Students will read and comprehend selected works pertaining to the rights of individual citizens. • Students will write a reflection on each selected work. • Students will discuss their reflection as part of classroom or group work. PROCEDURE • Teacher should go to the civicreflection.org (http://civicreflection.org/) website. • Spend time exploring the website and the options available. • To meet the goals of this lesson, the authors recommend accessing “Leading” and/or “Serving” categories. • From the options provided, the teacher can select the categories that meet the needs of their classroom. Readings and questions are provided by the site.

20

• One option: teachers may access the “Duty” tab under the “Serving” category. • Provide readings to the class. • Use questions to engage in class discussion. • The teacher may assign questions for students to respond to in written or digital portfolio form using tools identified in the Curriculum Toolbox such as Prezi.

Differentiated Instruction

RIGHTS OF THE INDIVIDUAL

A.2

• These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Creating Effective Citizens

Time Allotment

continued

CIVIC RESOURCES

• Two class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Depending on the selected theme and category, teachers will need to print the selected reading material for the students. • Students will also need access to computers with Internet access, for research and retrieval of possible resources should the teacher veer the discussion that way.

Resources • Curriculum Toolbox

21

STANDARDS & ASSESSMENT

RIGHTS OF THE INDIVIDUAL

A.2 Creating Effective Citizens CIVIC RESOURCES continued

Next Generation Content Standards and Objectives for Social Studies in West Virginia SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues.

National Council For The Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

• Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be graded on their writing reflection and their group participation.

RIGHTS OF THE INDIVIDUAL

A.2 Creating Effective Citizens CIVIC RESOURCES continued

23

A.3 Global Community RIGHTS OF THE INDIVIDUAL

HUMAN RIGHTS RESOURCE CENTER SUMMARY The University of Minnesota has created a resource center for students, educators, and human rights advocates to help educate and engage the populace. The Human Rights Resource Center provides lesson plans, materials, videos, and books to any interested person, many of which are free. Some materials include: • Close the Gap—A five part documentary highlighting the disparities between race, class, and place. The DVD’s are free and come with educator/ community guides and ideas for action. • Topic Books—Six books are available online that explores the topics of economic and social justice, children’s rights and responsibilities, lesbian, gay, bisexual and transgendered rights, freedom of religion and belief, the rights of persons with disabilities, and a human rights education handbook. • Beyond September 11—The attacks of September 11 marked a pivotal moment in United States history. The activities of beyond September 11 engage students in reading the histories of those impacted by the attacks, collecting oral histories, analyzing primary source documents, and suggesting ways to mark the anniversary. • Sustainable Economics Curriculum—The Sustainable Economics Curriculum sets up eight modules that cover the following topics: what is economics, economic systems, market system and consumer culture, products, the environment and consumer choices, business practices and competition, measuring economic success, the role of government, and trade and the global economy. • Students will define and understand human rights.

24

• Students will identify human rights violations around the world for specific groups and sub-cultures. • Students will collect data on human rights in their school and community. PROCEDURE • The teacher needs to request the material from the Human Rights Resource Center. • The teacher will need to review the material and make content decisions for their classrooms. • We urge the teacher to consider using both the civic and economic material in their classroom. • One option is to download the digital books. • Divide the class into six groups. • Read the books and have the students develop a digital presentation to share the material presented to them. • They should emphasize the individual’s role and responsibilities related to Human Rights.

RIGHTS OF THE INDIVIDUAL

A.3 Global Community HUMAN RIGHTS RESOURCE CENTER continued

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Five class periods. One hour per class.

25

MATERIALS & RESOURCES

Instructional Materials

RIGHTS OF THE INDIVIDUAL

A.3 Global Community HUMAN RIGHTS RESOURCE CENTER continued

Materials will vary depending on the lesson(s) selected from the Human Rights Resource Center web site: (http://www1.umn.edu/humanrts/edumat/activities.shtm) • Close the Gap—Set of Five DVDs, DVD player, television, educator resource guide • Human Rights Education Series—Topic books • Beyond September 11—Video clips, computer, Internet access, newspaper clip

Resources • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.2 Students will explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.12 Students will determine how conflicts between the rights of 26

citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. • SS.12.G.2 Students will conduct research using demographic data to interpret, debate, and evaluate the geopolitical implications of a variety of global issues: the environment and environment protection, political and cultural boundaries, women's rights, cultural diversity and assimilation, religion, standard of living. • SS.12.G.6 Students will compare and contrast the factors of development for developed and developing countries, including the causes and implications of the following: population (including migration, immigration, birth rate, and life expectancy), natural resources and environmental protection, income, industry, trade and Gross Domestic Product, climate and geographic conditions, cultural and social factors, political management, legal system and stability, educational opportunities, standard of living.

RIGHTS OF THE INDIVIDUAL

A.3 Global Community HUMAN RIGHTS RESOURCE CENTER continued

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 7: Production, Distribution, & Consumption:Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.

27

• Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence.

RIGHTS OF THE INDIVIDUAL

A.3 Global Community HUMAN RIGHTS RESOURCE CENTER continued

28

Assessment/Rubrics The assessment of this section depends upon the assignments as directed by the teacher. Note: This material may also be useful in teaching financial literacy.

A.4 Civic Virtue WHAT HAS VALUE?

RIGHTS OF THE INDIVIDUAL

SUMMARY The goal of this unit is to introduce the relevant topic of ideologies to the students, and have them develop an understanding of its impact on global events. Key aspects of one’s own ideology are the virtues and character traits that one views as “valuable” or “ideal.” When an individual develops their own sense of what traits are important, based on their beliefs, culture, and so on, it creates that individual’s ideology. Their ideology becomes their system or policy for what they think is right and wrong, how certain issues should be approached or dealt with, and what types of rights should be given to various groups and individuals. This unit will give students a chance to develop their own sense of their ideology and how they coincide with the rights that person should be given, providing them with a scenario to present it. • Students will understand the effects of one’s ideology on given events and issues. • Students will discuss the various factors that make up a certain ideology, such as politics, ethics, culture, and religion, and hold a debate on reasons why or why not one may be more “correct” than another. • Students will develop their own ideology, based on the virtues that they feel are most valuable, and implement it into a scenario where they are in charge of their own country. • Students will develop an understanding of the concept of “ideology." • Students will begin distinguishing their own ideological thoughts through an online examination.

29

RIGHTS OF THE INDIVIDUAL

A.4 Civic Virtue WHAT HAS VALUE?

• Students will discuss and debate various ideologies and why they are or are not correct. • Students will develop a better understanding of their own ideology, and what character traits are valuable to it. • Students will construct a brief presentation on their own ideology using a innovative program of their choice, such as prezi or another approved by the instructor. • Students will present their ideology to their fellow classmates and teacher, through the scenario that they are ruling their own country. PROCEDURES • Teacher should go to the Political Compass (http://politicalcompass.org) website to consider ideology examination. • Become familiar with the website.

continued

Days 1 & 2 • When students enter the classroom and get situated, the instructor will begin with a simple question: “What is Ideology?” The instructor will then allow for some immediate responses from the students to see what they are grasping about the concept. • Once the instructor has provided a basic and clear definition of “ideology,” he or she will move the students into a discussion on what factors help to develop one’s ideology, (such as culture, political beliefs, religion, ethics, etc.). The instructor will allow for a thorough discussion of these factors. • The instructor will then inform the class that they will be taking an online evaluation, together as a class, on http://politicalcompass.org, which the instructor will project to the class using a smart board and/or projector, to determine what their ideological leanings are as a whole. As questions are asked, the class will deliberate and decide on a general compromise for each answer. If there is any difficulty in this, the instructor can step in and make the decision themselves. After the evaluation is completed, the students will be able to see what their ideological views are, and also compare them to those of famous and infamous world leaders like Ghandi, Hitler and Stalin. 30

• There will be time to discuss these findings amongst each other after the evaluation is complete. The instructor can, also, suggest that the students take time to do the evaluation themselves to see what their individual ideological views are, more specifically. • These events may span the time frame of two class periods depending on the amount of discussion and debate that takes place, and how much time it takes to complete the evaluation. Another Option is to review the above material and then have the students work in a computer lab, individually. • The lesson will need computers for the students. • Have students go to the website. • Complete the two sections: • Ideology: Introduction • Ideology: Where Do You Stand? • The teacher may decide how to engage students in terms of their individual examinations. • The students could then publically or privately review their answers. • Once the students have a better understanding of ideology from the introduction lesson, they will continue this development through further discussion and deliberation of their own ideological views. In this lesson, they will be given the opportunity to hold small group discussions with their classmates over certain ideological issues that pertain to their rights, and then be able to construct their own presentation on their ideological views, with the basis that they are running their own “country.” They will then present them to the class over a span of days.

RIGHTS OF THE INDIVIDUAL

A.4 Civic Virtue WHAT HAS VALUE? continued

Day 3 • After the discoveries and discussion of the introduction lesson, the students will begin to further their development of their own ideological views by participating in small group discussions of three or four students, where they will be given possible ideologies, and certain rights given to a U.S. citizen, and be asked to explain how someone with the given ideology would feel about the given right, and how they might interpret it or want to change it. By no means is the instructor forcing the students to discuss their own private views on certain issues in these small groups, 31

RIGHTS OF THE INDIVIDUAL

A.4 Civic Virtue WHAT HAS VALUE? continued

but if they wish to bring forth a discussion of their own personal opinions, it will be supported by the class, as it is important to create an open, comfortable environment. • The instructor, while posing the various ideologies and rights to the classroom throughout the exercise, will interact with all groups to provide assistance on possible questions and to make sure all students are taking part. • After this exercise is completed, the instructor will inform the students that they will be taking part in a project where they will be in charge of their own “country.” They will present to the class and the instructor the name of their country as well as their ideological views on how that country should be governed.

Day 4 • This day will be given to the students to construct their presentations in a computer lab session, using the program Prezi, or another approved by the instructor. The students will provide brief information on their country's background, but more importantly, as the ruling body of that country, provide information on their ideological views for running that country, why they feel this way, and what rights will be provided for their citizens, as a result of these views. As this is a lesson in Civic Virtue, it is important that the students emphasize the traits that they feel are valuable to their decision making process as the governing body of a country.

Day 5 • If the students need extra time to create their presentations, another lab session could be needed. Once this task is completed, the students will begin presenting to the rest of the class and the instructor. Grading of the project is at the discretion of the instructor. Key factors to keep in mind are: the students overall presentation quality, show of effort, emphasis on values and character traits in the ideology. The presentation process may extend for two class sessions, depending on how many are completed.

32

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment

RIGHTS OF THE INDIVIDUAL

A.4

• Five class periods. One hour per class. MATERIALS & RESOURCES

Civic Virtue WHAT HAS VALUE?

Resources continued • Smart Board and/or Projector to bring up the online Ideology evaluation. • Political Compass (http://politicalcompass.org)—website that provides the ideology evaluation. • Prezi.com • Curriculum Toolbox The Political Compass website asks challenging and at times controversial questions. As with all resources, please review the questions for appropriateness in your classroom.

33

ASSESSMENT & STANDARDS

Next Generation Content Standards and Objectives for Social Studies in West Virginia RIGHTS OF THE INDIVIDUAL

A.4 Civic Virtue WHAT HAS VALUE? continued

34

• SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.5 Students will examine and analyze the contributing factors of the drafting of the Declaration of Independence and the U.S. Constitution: leaders and philosophers (e.g., John Locke, James Madison, Thomas Jefferson and John Adams), events (e.g., Glorious Revolution, Reformation and Enlightenment), documents (e.g., English Bill of Rights, Petition of Right and Magna Carta), classical periods (e.g., eras of Greece and Rome), principles (e.g., popular sovereignty, federalism, limited government, separation of powers, checks and balances, civil liberties and rule of law). • SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

RIGHTS OF THE INDIVIDUAL

A.4 Civic Virtue WHAT HAS VALUE? continued

Assessment/Rubrics Students will be assessed at the discretion of the teacher according to their efforts and implementation of the lesson. They will be evaluated on their contributions to group discussion, their work on their presentations, and the end product. Rubrics are left to the discretion of the instructor.

35

A.5 Service Learning RIGHTS OF THE INDIVIDUAL

VOLUNTEERING AND REFLECTION SUMMARY This two week unit is focused on introducing students to service learning and providing students the opportunity to transform their state required community service hours into a more meaningful experience. Students will examine the local impact of their service and seek to expand their reach to the global realm through a variety of activities. Through reflection and the creation of a blog that shares their experiences reflecting on the service hours they’ve completed, students will be able to genuinely engage with their service requirement producing a more meaningful experience. • Students will examine the school/state policies and requirements of community service hours. • Students will share the number of community service hours they have earned thus far and develop a document averaging these earned hours of the class as a whole. • Students will reflect upon their community service experiences. • Students will discuss and understand the purpose of community service in the context of their civic education. • Students will explore the steps of service learning compared to community service • Students will develop goals for the remainder of the hours they need to obtain. • Students will create a service learning database for future classes that contains contact information and summaries of service activities that were meaningful and effective.

36

• Students will construct a service learning blog that documents their service activities and reflections.

Learning Activities • • • •

Community Service Review Service Learning Introduction Preparation/Collaboration Service/Reflection/Evaluation

COMMUNITY SERVICE REVIEW SUMMARY Students will begin this lesson by examining the policies in place that require community service hours for graduation, compile data and establish the average number of hours completed and reflect upon all service completed.

RIGHTS OF THE INDIVIDUAL

A.5 Service Learning VOLUNTEERING AND REFLECTION continued

• Students will examine the school/state policies and requirements of community service hours. • Students will share the number of community service hours they have earned thus far and develop a document averaging these earned hours. • Students will reflect upon their community service experiences. PROCEDURE • This unit will begin with the exploration of the current requirements and policies for community service hours established by the school, district or state. Students might not be aware of where the requirements come from, so begin the lesson by sharing with students the legislation or policies that require their completion of community service hours. Allow students time to examine and evaluate the current policy.

37

RIGHTS OF THE INDIVIDUAL

A.5 Service Learning VOLUNTEERING AND REFLECTION continued

• After looking at the policies, have students write down the number of hours they have completed of community service. Emphasize the importance of honesty. This unit is meant to help them earn more hours, and knowing where they stand is essential to understanding the direction that must be taken. Create a class document that illustrates the various numbers of hours completed as well as average. • Students must reflect upon the community service hours that they have completed. Have them write responses to the following questions: • What did you learn from your experience? • Will this experience change your behavior in the future? • How would you have changed or improved your service experience? • After taking time to respond to these questions, have students share their responses. You will most likely get a variety of answers from your students, which is the key to reflecting on previous service experiences. We want students to see that they can choose service experiences that have relevance to their lives and that they can learn from.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Two class periods. One hour per class. MATERIALS & RESOURCES

Resources • Documentation of the policies of the community service program at the school for analysis.

• Microsoft Excel • The number of computers required is one per four students. • Depending on the size of the class you can have students compile the community service hours completed in small groups initially, and then put them all together into one document to analyze the entire classes number of hours completed. • Curriculum Toolbox SERVICE LEARNING INTRODUCTION SUMMARY Students will be introduced to the concept of service learning compared to simple community service. They will also dialogue about the meaning of service to their education and to their lives. These lessons are meant to be an introduction to service learning as well as a time for students to comprehend the purpose of their development as civic minded individuals.

RIGHTS OF THE INDIVIDUAL

A.5 Service Learning VOLUNTEERING AND REFLECTION continued

• Students will discuss and understand the purpose of community service in the context of their civic education. • Students will explore the steps of service learning compared to community service. PROCEDURE • After reflecting upon their community service experiences, students will be introduced to the concept of service learning compared to simply community service. • Begin by asking students: Why do you believe community service is a requirement in schools today? • Share responses, and provide insight to the intentions of requiring community service. Next, have students attempt to define “community service” and “service learning.” Discuss the differences between the two concepts in terms of civic education and citizenship. Have students look up their actual definitions and compare them to the definitions they developed. 39

RIGHTS OF THE INDIVIDUAL

A.5 Service Learning VOLUNTEERING AND REFLECTION

• Provide students with the fundamental steps of service learning Investigation, Planning and Preparation. Implementing the service activity, reflection, and demonstration/celebration. • Give students an opportunity to develop a “mock” service learning experience using the steps. This can be done in a group, pairs or individually. Provide students with the framework to fill in. This may be done with a handout or even a digital form using Google Docs.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment continued • Two class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Critical Elements of Service Learning Strategies (http://icoherepresentations.com/nystatesummit/pdf/CriticalElementsofSLStrategies. pdf): This document can be helpful in providing teachers with a background on service learning and breaks the process down into the steps in the process previously stated. • Curriculum Toolbox PREPARATION/COLLABORATION SUMMARY These classes will give students the opportunity to explore various community service options in the community and develop worthwhile proj-

morphing their community service hours into service learning by spending the time to plan and prepare and eventually reflecting. • Students will develop goals for the remainder of the hours they need to obtain using the service learning steps. • Students will collaboratively develop potential service learning projects with classmates and choose one or more to complete. PROCEDURE • Allow class time for students to research local organizations and discuss what issues in their community they would like to examine. If there isn’t the flexibility of class time, the teacher can do research and find out what partnerships are already established and share them with students and provide them with an assignment of contacting various agencies. Allowing students choice in their service hours will improve the chance that they will have a positive experience that will impact their lives. • The Planning/Collaboration days can be completed in small groups or pairs as well as individually depending on computer availability and teacher preference. Giving students class time to contact these organizations and develop their communication skills in terms of talking with adults can be an excellent learning experience. • Service learning projects and experiences that bring students into the community to engage in meaningful service do require adequate preparation and planning. Be prepared to give suggestions as well. • Be sure to provide students with structure in their search. A framework of the steps in developing a service learning project can be useful, as well as any additional handout or GoogleDoc that will record important information (contact phone numbers/e-mail addresses, potential agencies, successful contacts etc.) that will be entered into the service learning database at the end of the unit for future classes.

RIGHTS OF THE INDIVIDUAL

A.5 Service Learning VOLUNTEERING AND REFLECTION continued

41

Differentiated Instruction

RIGHTS OF THE INDIVIDUAL

A.5

• These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Two class periods. One hour per class.

Service Learning VOLUNTEERING AND REFLECTION continued

MATERIALS & RESOURCES

Instructional Materials • Campus Compact (http://www.compact.org/category/programmodels/) is an organization that is made of up 1,100 college and university presidents committed to civic education. The website provides a vast array of information, but specifically the link above brings you to a portion of the site that provides civic engagement/service learning models. There are a variety of categories ranging from “Bridging the Digital Divide,” to “Service by Issue.” It is an excellent resource to get your creative juices flowing and giving you specific examples of programs that were successful. It is a best practices database for service oriented civic engagement. • Service Learning Ideas and Curriculum Examples (SLICE) (http:// www.servicelearning.org/slice). This database sponsored by the National Service Learning Clearinghouse provides teachers with the ability to search and discover resources and specific lessons to implement service learning in the classroom/school. By clicking on the age group, you are brought to a listing of lessons. • Curriculum Toolbox.

SERVICE/REFLECTION/EVALUATION SUMMARY This lesson can be used after students have completed any amount of their planned service. Students will spend time reflecting on their experiences, and compiling a database the information of the agency/organization they worked with into a database. They will also be creating a blog that will chronicle reflections by different students in the class to share with others.

RIGHTS OF THE INDIVIDUAL

A.5 Service Learning

• Students will create a service learning database for future classes that contains contact information and summaries of service activities that were meaningful and effective. • Students will construct a service learning blog that documents their service activities and reflections.

VOLUNTEERING AND REFLECTION

PROCEDURE

continued

• Provide students with a structured time and guiding questions for reflection on their service experience. Students preferably would type their responses so they will be easier to put into the class blog, using any assortment of guiding questions such as: • • • • •

What did you do? How were you challenged? What did you learn from your experience? How will this experience impact your future actions? What are the local issues that influenced your choice of experience?

• This reflection exercise will be an excellent way to integrate writing into the class and help students to process their service experience. The next step would be to create a class blog (http://www.blogger. com) that chronicles the various service learning experiences the students took part in by posting their reflections. Using peer or teacher

43

RIGHTS OF THE INDIVIDUAL

A.5 Service Learning VOLUNTEERING AND REFLECTION continued

editing, prepare their reflections for the blog. You could even have students vote on a top three or four reflections to post. • The final project of the class is to develop a database that contains the information of the agencies/organizations or individuals that they had contact with during their service experience. This document can be created using a GoogleDoc spreadsheet or an Excel spreadsheet. By creating columns of the key information (organization/agency name, contact information, project they took part in etc.) students will be providing future classes with options for their service learning projects. They could develop the entry for their project that can eventually be added to the database.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Sample Student Products • Service-Learning Blog (http://service-learning.blogspot.com/): This blog maintained by the National Service Learning Partnership is an excellent illustration of the basics of creating and maintaining a blog using Blogger.

Time Allotment • Two class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Blogger.com (http://blogger.com/): This website can be used to construct a blog that documents the various reflections students compile after completing their service activities.

Resources Technology resources: • Excel, Word, GoogleDocs • The number of computers required is one per student. • If there aren’t enough computers for each student to type their reflection questions, you could assign it as homework or allow students to write their reflections. • Creating the blog and database can be done in a variety of steps that allow for flexibility in the number of computers available. • Curriculum Toolbox.

Time Required • Approximately two weeks

RIGHTS OF THE INDIVIDUAL

A.5 Service Learning VOLUNTEERING AND REFLECTION

ASSESSMENT & STANDARDS continued

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues.

45

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment

RIGHTS OF THE INDIVIDUAL

A.5 Service Learning VOLUNTEERING AND REFLECTION continued

• Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics: Students will be assessed at the discretion of the teacher according to their implementation of each lesson. Options for assessment include: • rubric evaluation of work constructed • evaluation of collaborative work • contributions to discussions • completion of reflections, etc.

A.CA Culminating Activity

RIGHTS OF THE INDIVIDUAL

RIGHTS OF THE INDIVIDUAL SUMMARY The culminating activity will ask students to create a three to five page paper and an electronic or paper poster depicting one individual right that they learned about during the session. The students will work in groups to articulate and disseminate information regarding rights. • Students will create a digital/paper poster describing: • • • • •

an individual right defined by the U.S. Constitution the history of the right significant challenges to that right the future of the right controversies surrounding the right

• Students will share their knowledge of the right with other students. • Students will write a paper articulating the selected right and analyze individual rights described by the U.S. Constitution. • Students will share what they have learned about Individual Rights with others. A. KNOWLEDGE SUMMARY This is the first lesson in the culminating activity for Unit A: Rights of the Individual. It provides the opportunity for teachers to reinforce students’ 47

RIGHTS OF THE INDIVIDUAL

Culminating Activity continued

knowledge of the rights of an individual as described in the Constitution of the United States and other laws. It will allow teachers to provide students with the opportunity to become an expert and a peer teacher. Students will need to gather information, write a paper and create a digital or paper poster thatcan be presented to others. This lesson allows the students to gather information and brainstorm how they will frame their paper. • Students will know the rights guaranteed by the Constitution. • Students will recognize the relationship between individual rights and civic engagement. • Students will develop a digital map of their ideas that will function as an outline. • Students will write a paper describing a right of the individual. PROCEDURE

Day 1 • Review with students the core ideas of the U.S. Constitution. This could be done on an overhead projector or whiteboard where they could discuss the knowledge that needs to be included for a rich understanding of the Constitution. Repeat the review with the Bill of Rights and other Amendments to the Constitution. • The students should be placed in pairs on the basis of their interest in a particular right. The groups should begin to brainstorm all they can remember about a particular right. This list should be exhaustive and should encompass personal reaction to the right, the details for the right and the history of its development.

Day 2 • Finish activities from Day One and have the students work on computers to gather more information about their right. They should investigate the history and court cases regarding the right and should consider challenges to it in society.

48

Day 3 • The students should work on Prezis that describe the material that they have gathered. The students should be encouraged to include audio and visual components in the presentation.

Day 4 • Each group should present to the class the most critical components of the history and development of their right.

Differentiated Instruction

RIGHTS OF THE INDIVIDUAL

Culminating Activity continued

• These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Four class periods. One hour per class. MATERIALS & RESOURCES

Materials • Prezi • Glogster (http://edu.glogster.com/) • Curriculum Toolbox

Assessment/Rubrics Students will be graded on the following components:

49

• Knowledge of the rights guaranteed by the Constitution. • Presentation of their material to the class. • Researching a right of the individual using the Internet.

RIGHTS OF THE INDIVIDUAL

Culminating Activity continued

A. DISPOSITIONS SUMMARY Students in this lesson need to consider how they think and feel about the individual rights that every person has under the U.S. Constitution. The process is important for them to become active citizens because they need to learn to value their rights. Students need to be given the opportunity to think about rights and to whom they are given and from whom they are withheld. The second of three culminating lessons, the students will have the opportunity to consider their personal relationship to the rights guaranteed by the U.S. Constitution and consider how they are important. • Students will reflect on the relationship between a constitutional democracy and individual rights. • Students will analyze the nature of rights. • Students will defend a specific right. • Students will construct a paper outline of their right. PROCEDURE • In this lesson, each student will need to consider and evaluate their personal relationship to the U.S. Constitution. • The students should gather their materials from Lesson A: Knowledge where they have constructed a rough outline and presentation of their right. They should begin to identify the most interesting parts of the presentation and use the presentation to write an outline of a paper. If the students have worked in groups, this could continue either as a group project or an individual paper. • When the students have outlined their paper, the teacher should ask them to consider two final sections:

50

• Have the students discuss from their knowledge why the right is important to them. Then ask them to consider and discuss whether there are people or actions that are or should not be protected. Ask them to talk about this, and add a section to their outline describing these questions. • Have the students research and reflect upon times when their selected right has been limited. • The students should now have a presentation and an outline. • Have the students add to the presentation information they learn about why their right is important and when it has been limited. Ask them to answer the question: how do you feel about the limits on the right? Would you argue for any further limits? Why or why not? • It is important to discuss their answers to these questions in class. • Have the students begin to write their papers which should be between five and seven pages, with adjustments made by the teacher for the specific needs of the classroom.

RIGHTS OF THE INDIVIDUAL

Culminating Activity continued

Differentiated Instruction • Each teacher will need to meet any needs in their classroom. We encourage teachers to present material digitally, orally, graphically and textually.

Time Allotment • Three class periods. One hour per class. MATERIALS & RESOURCES

Resources • One computer per three students. • Curriculum Toolbox

51

Assessment/Rubrics

RIGHTS OF THE INDIVIDUAL

Culminating Activity

Students will: • Reflect on the relationship between a constitutional democracy and individual rights. • Analyze the nature of rights. • Defend a specific right. • Construct a paper outline of their right. A. ACTION SUMMARY

continued This is the third lesson in the Culminating Activity for Unit A: Rights of the Individual. Students have been working on a paper and presentation throughout the unit. In this section, they will share it will others. • Students will create a multi-media presentation. • Students will present their work to others. • Students will write a paper defending and explaining an individual right. PROCEDURE • There are three options that teachers could consider to have their students share their work: • By using Glogster (See Toolbox), the teacher could have the students upload their presentation as a digital poster. The teacher could grade them using the rubric that they are most comfortable with. The students could share their digital poster with friends and family and report back to the class any digital feedback that they receive. • Students could share their presentation with a selected number of listeners of their choice and be responsible for gathering between three and five personal reactions to what they have learned.

52

• The teacher could arrange a public opportunity for the students to present their posters, either digital or paper, to other students or members of the community in a setting similar to an education or history fair. • In addition to the presentation, the students or groups should complete a well researched, well written paper to the teacher for grading.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

RIGHTS OF THE INDIVIDUAL

Culminating Activity continued

Time Allotment • Two class periods. • One hour per class. MATERIALS & RESOURCES

Resources • Curriculum Toolbox ASSESSMENT & STANDARDS

Next Generation Content Standards and Objectives for Social Studies in West Virginia •

SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American

53

• RIGHTS OF THE INDIVIDUAL

•

Culminating Activity • continued • •

•

•

•

•

54

government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). SS.12.C.2 Students will explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. SS.12.C.7 Students will evaluate the processes within the United States Constitution a living document with democratic principles that are modified and expanded to meet the changing needs of society. SS.12.C.9 Students will analyze how the Constitution defines federalism and outlines a structure for the United States government. SS.12.C.10 Students will analyze the protection of liberties in the Bill of Rights and their expansion through judicial review and gradual incorporation of those rights by the Fourteenth Amendment. SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. SS.12.C.17 Students will apply the concepts of legal precedent through past and present landmark Supreme Court cases, interpretations of the Constitution by the Supreme Court and the impact of these decisions on American society. SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations,

•

international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

National Council for the Social Studies

RIGHTS OF THE INDIVIDUAL

National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment

Culminating Activity

•

continued

•

•

•

•

•

•

•

Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

55

Assessment/Rubrics Students will: RIGHTS OF THE INDIVIDUAL

Culminating Activity continued

56

• Create a multi-media presentation. • Present their work to others. • Write a paper defending and explaining an individual right.

Unit B

Freedoms of the Individual B.1

Media Literacy: The First Amendment

B.2

Creating Effective Citizens: Web Resources

B.3

Global Community: Skype

B.4

Civic Virtue: Digital Artistic Expression of Civic Heroes

B.5

Service Learning: Online Safety and Voting

Culminating Activity

WV Tech Steps

57

B.1 FREEDOMS OF THE INDIVIDUAL

Media Literacy THE FIRST AMENDMENT SUMMARY This lesson provides the opportunity to explore the First Amendment and apply its foundations to different contexts. • Students will research the First Amendment. • Students will participate in discussions regarding First Amendment rights. • Students will engage in multiple WebQuest (http://webquest.org/ ) activities. • Students will create their own WebQuest. • The lessons in this unit fall under the NCSS’s guide for Freedoms of the Individual (to participate in the political process, worship, thought, conscience, assembly, inquiry, expression). PROCEDURE

Day 1 • Have students read the First Amendment. • Discuss with your class the meaning behind each freedom: religion, speech, press, assembly, and the right to petition. A brief explanation for each can be found here: http://questgarden.com/70/34/8/080919145140/ index.htm. • Have students relate First Amendment freedoms to everyday life through this worksheet.

58 58

• Place students into groups and have a group member read aloud one of the short stories: • Cesar Chavez; Rosa Parks; Thomas Waring; Martin Luther King, Jr.; Ida B. Wells; Bridget Mergens; Maya Lin; Sequoyah. • Have students discuss which First Amendment right these individuals fought for. • Inform your students that they will be working in groups on a WebQuest regarding the First Amendment.

FREEDOMS OF THE INDIVIDUAL

B.1

Day 2 • Have student groups go to the following link to access the WebQuest First Amendment Freedoms, by Derek Burress. (http://questgarden. com/70/34/8/080919145140/index.htm). • Follow the prompts in the WebQuest to complete the assignment and review the assessments within the WebQuest. • Inform students that they will be creating their own WebQuest as final assignment.

Media Literacy continued

Day 3 • Visit the website Zunal (http://www.zunal.com/) and register for a free account. Create your own Webquest to become familiar with the program. • In groups of five, have students register with Zunal. Students will work on creating their own WebQuests. • Make sure you are familiar with the program so that you can walk students through the process of making a WebQuest and be able to answer any questions along the way. • Assign each group one of the First Amendment freedoms (religion, speech, press, assembly, and the right to petition) and task them with creating an interactive Webquest surrounding their assigned freedom. • Guide students to the ‘help’ link at the top left on the Zunal home page for additional aid and information.

59

• Inform students that they will need to work together outside of class.

Day 4 FREEDOMS OF THE INDIVIDUAL

• Continue student work on WebQuest, making sure that students are on task and continue to provide support. • Inform students that they will be presenting their material to the class.

Day 5

B.1 .

Media Literacy

• Allow students to briefly present the WebQuest they created. • Students will take a test based off all the information from the week (investigate the assessment on Derek Burress’ WebQuest for ideas).

Differentiated Instruction

continued • Students not familiar with computers may need extra attention. • Advanced students could create multiple WebQuests outside of their group work. • Students that do not have a computer or Internet at home . . . make sure there is time for them to work at school. • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Collaboration • Students will work collaboratively & individually. Students will work in groups of five.

Time Allotment • Five class periods. One hour per class.

60

MATERIALS & RESOURCES

Instructional Materials • First Amendment • Quest Garden (http://questgarden.com/) • Zunal (http://zunal.org)

FREEDOMS OF THE INDIVIDUAL

Resources • • • •

Computer Lab Internet Projector: to display student work Curriculum Toolbox

STANDARDS & ASSESSMENT

B.1 Media Literacy continued

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.7 Students will evaluate the processes within the United States Constitution a living document with democratic principles that are modified and expanded to meet the changing needs of society. • SS.12.C.10 Students will analyze the protection of liberties in the Bill of Rights and their expansion through judicial review and gradual incorporation of those rights by the Fourteenth Amendment. 61

FREEDOMS OF THE INDIVIDUAL

B.1 Media Literacy continued

• SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.16 Students will compare and contrast the original and appellate jurisdiction of local, state and national judicial systems to show how America’s court system addresses criminal and civil cases. • SS.12.C.17 Students will apply the concepts of legal precedent through past and present landmark Supreme Court cases, interpretations of the Constitution by the Supreme Court and the impact of these decisions on American society. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and • jurisdiction. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs

62

should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics It is your professional opinion as to what you would like the student’s WebQuest to encompass.

FREEDOMS OF THE INDIVIDUAL

B.1 Media Literacy continued

63

B.2 FREEDOMS OF THE INDIVIDUAL

Creating Effective Citizens WEB RESOURCES SUMMARY This unit is comprised of three separate programs to be used at the discretion of the teacher: • The Civic Mirror (http://civicmirror.com/) • Project Vote Smart (http://www.votesmart.org/) • We the People (http://new.civiced.org/programs/wtp) Each lesson addresses the following questions: • How are effective citizens created? • What does it take do to your part in a democracy? THE CIVIC MIRROR SUMMARY The students will utilize The Civic Mirror, an online and face-to-face education program that turns classrooms into countries, students into citizens and teachers into twenty-first century educators. Students are given their own government, legal system, economy and environment to use and have a hands on approach to what they’re studying.

64 64

• The Civic Mirror’s events can be integrated into a variety of course settings to improve the delivery of the curriculum. As students assume the responsibilities and challenges of citizens living in their own Civic Mirror countries, they are better able to understand what’s being taught in class because they can relate to it. Students: • Learn how the government, the economy and the civic system all interconnect through experiencing it firsthand. • Learn about real-life lessons. • Simulate nation-building activities.

FREEDOMS OF THE INDIVIDUAL

B.2

PROCEDURE • Teachers need to sign up for The Civic Mirror and proceed from there. It is recommended that twelve class sessions be devoted to The Civic Mirror, two of which require computer lab use. The other ten sessions are reserved for in class decisions and students may also utilize The Civic Mirror outside of school instruction. • The framework is based to fit a teacher’s needs and calendar and is completely flexible with respect to the schedule of the semester.

Creating Effective Citizens WEB RESOURCES continued

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Twelve class periods. One hour per class.

65

MATERIALS & RESOURCES

Resources FREEDOMS OF THE INDIVIDUAL

• Computer lab (one computer per student) with access to the Internet for two class periods only. • Curriculum Toolbox. PROJECT VOTE SMART

B.2 Creating Effective Citizens WEB RESOURCES continued

SUMMARY Project VoteSmart is a valuable resource as a site comprised mostly of volunteers who provide individuals with backgrounds and records of thousands of political candidates and elected officials. Voting records, campaign contributions, public statements, biographical data and evaluations generated by over one-hundred competing social interest groups are listed. • Students will research political views and platforms of different candidates. • Students will evaluate the claims and solutions offered from researched candidates. • Students will discuss the views highlighted on candidate web pages or sites maintained by political parties. PROCEDURE • Instruct the students to explore political views that interest them and candidates that support those views. By looking into platforms, students will compare and contrast their candidate with that of others in class. The class period should be devoted to researching platforms, candidates, political views, etc., via Project Vote Smart online. • For assessment, have the students write a written response highlighting candidate web pages and/or sites maintained by political parties. Further assessment would include participation in your class discussion.

66

• Project Vote Smart has sample lessons also available here: VoteSmart (http://www.votesmart.org/resource_classroom_01.php)

Time Allotment • Two class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Computer lab (one computer per student) with access to the Internet • Curriculum Toolbox WE THE PEOPLE

FREEDOMS OF THE INDIVIDUAL

B.2 Creating Effective Citizens

SUMMARY

WEB RESOURCES

We The People : The Citizen and the Constitution is a program and culminating activity created and sponsored by the Center for Civic Education. The program consists of an in-depth study of the constitution and democracy in the United States. The culminating activity is a Congressional hearing presented within a statewide competition.

continued

PROCEDURE • Participants hold a simulated congressional hearing as the culminating activity for the We the People program. The entire class, working in cooperative teams, prepares and presents statements before a panel of community representatives who act as congressional committee members. Students then answer questions posed by the committee members. The format provides students an opportunity to demonstrate their knowledge and understanding of constitutional principles while providing teachers with an excellent means of assessing performance.

67

FREEDOMS OF THE INDIVIDUAL

• Teachers at the high school level may conduct a noncompetitive hearing, but are encouraged to participate in the nationwide competitive program. High school competition begins at the congressional district level with teams from each school vying for the district championship. District winners go on to compete at a statewide hearing, and state champions travel to Washington, D.C., in the spring to represent their state in the We the People national finals.

Assessment/Rubrics

B.2 Creating Effective Citizens WEB RESOURCES continued

• Sample lessons can be accessed here: CivicEd (http://new.civiced.org/ wtp-the-program/curriculum/lesson-plans). • CivicEd Questions (http://www.civiced.org/pdfs/WTP/districtLevelHearingQuestions.pdf). • Students will be assessed at the discretion of the teacher based on students’ research and presentation. Teachers have complete discretion on how to assess. MATERIALS & RESOURCES

Resources • Computer lab (one computer per student) with access to the Internet • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.3 Students will demonstrate that the purpose of American gov68

•

•

•

•

•

• •

•

•

ernment is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. SS.12.C.5 Students will examine and analyze the contributing factors of the drafting of the Declaration of Independence and the U.S. Constitution: leaders and philosophers (e.g., John Locke, James Madison, Thomas Jefferson and John Adams), events (e.g., Glorious Revolution, Reformation and Enlightenment), documents (e.g., English Bill of Rights, Petition of Right and Magna Carta), classical periods (e.g., eras of Greece and Rome), principles (e.g., popular sovereignty, federalism, limited government, separation of powers, checks and balances, civil liberties and rule of law). SS.12.C.6 Students will examine the compromises of the Constitutional Convention and how those decisions were characterized in the Federalist and the Anti-Federalist papers. SS.12.C.7 Students will evaluate the processes within the United States Constitution a living document with democratic principles that are modified and expanded to meet the changing needs of society. SS.12.C.8 Students will investigate the system of government created by the Preamble, Seven Articles, and the Bill of Rights and other Amendments of the United States Constitution to evaluate how the framework for American society is provided. SS.12.C.9 Students will analyze how the Constitution defines federalism and outlines a structure for the United States government. SS.12.C.10 Students will analyze the protection of liberties in the Bill of Rights and their expansion through judicial review and gradual incorporation of those rights by the Fourteenth Amendment. SS.12.C.11 Students will analyze how the freedoms of speech and press in a democratic society enable citizens to develop informed opinions, express their views, shape public policy and monitor government actions. SS.12.C.12 Students will determine how conflicts between the rights of

FREEDOMS OF THE INDIVIDUAL

B.2 Creating Effective Citizens WEB RESOURCES continued

69

• FREEDOMS OF THE INDIVIDUAL •

B.2 •

Creating Effective Citizens

•

WEB RESOURCES continued

•

•

•

• • •

70

citizens and society’s need for order can be resolved while preserving both liberty and safety. SS.12.C.13 Students will examine the committee process to evaluate how a bill becomes law on the national and state levels and track a bill through the legislative process. SS.12.C.14 Students will develop an awareness of the purpose and scope of governmental agencies while exploring the interchange between legislative bodies, interest groups, and the bureaucracy in American government. SS.12.C.15 Students will determine the roles, powers, and obligations of the President of the United States and synthesize how various presidents have expanded the role of the presidency, both in America and the world. SS.12.C.16 Students will compare and contrast the original and appellate jurisdiction of local, state and national judicial systems to show how America’s court system addresses criminal and civil cases. SS.12.C.17 Students will apply the concepts of legal precedent through past and present landmark Supreme Court cases, interpretations of the Constitution by the Supreme Court and the impact of these decisions on American society. SS.12.C.18 Students will develop an understanding of the American legal system through examining existing ordinances, statutes, and Federal Acts, exploring the differences between criminal and civil law, and determining legal obligations and liabilities of American citizenship. SS.12.C.19 Students will critique the evolution of the two-party system in the United States, evaluate how society and political parties have changed over time and analyze how political parties function today. SS.12.C.20 Students will assess the influence of the media on public opinion and on the decisions of elected officials and the bureaucracy: bias in reporting and editorials, push pull polls and selective reporting of citizen opinions, advertisement and campaign ads, reporting of news out of context SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state and national levels. SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections.

• SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and • jurisdiction. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

FREEDOMS OF THE INDIVIDUAL

B.2 Creating Effective Citizens

National Council for the Social Studies

WEB RESOURCES

National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment

continued

• Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

71

FREEDOMS OF THE INDIVIDUAL

B.2 Creating Effective Citizens WEB RESOURCES continued

72

• Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 7: Production, Distribution, & Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

B.3 Global Community SKYPE

FREEDOMS FREEDOMS OF THE OF THE INDIVIDUAL INDIVIDUAL

SUMMARY Skype (http://www.skype.com/intl/en-us/home) is a tool that connects your classroom to a variety of individuals or places around the world. By exposing students to varied perspectives, they will broaden their horizons and will begin to understand their location in relation to the global context. • Students will connect with various individuals from anywhere in the country/world. • This lesson can be implemented in nearly any context. Whenever a teacher locates an expert in their field, Skype can be used to have a video conference, lecture, or discussion with the class. In preparation for the lesson, students may want to do some initial research or come up with questions for the expert. PROCEDURE

Day 1 • Introduce students to the concept of bringing an expert into the classroom. You may want to use a K-W-L chart for this activity. Ask students what they know about the expert or topic. In small groups, have students come up with questions for the expert that will Skype into the class. Review the questions together and lay ground rules for the next day’s lecture/discussion/Q&A session.

73

Day 2

FREEDOMS OF THE INDIVIDUAL

B.3

• Arrange the classroom where all students can see the projector screen and can be in view of the webcam. You might want to use a webcam with some degree of flexibility. Remind students of the rules for the activity before calling the expert. Your role during the activity will be to act as a moderator and facilitator between the students and expert. After the Skype call has ended, ask students to give a summary of what the talk was about. You can have students write their reactions or create a product depending on the conversation or topic.

Differentiated Instruction

Global Community SKYPE continued

• These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn. • Modifications to the lesson may include: • • • •

Outline or script of the discussion Preferrential seating ASL interpreter Guided notes

Sample Student Products • Skyping with Business Expert Pam Slim http://www.youtube.com/ watch?v=yYa2RkdbbEo

Collaboration • Students will work collaboratively in groups of four or individually.

Time Allotment • Two class periods. One hour per class. 74

MATERIALS & RESOURCES

Materials • High speed Internet access, computer, webcam, Skype account

Resources • Firefox, Internet Explorer, Skype. • The number of computers required is one. • Students will not need familiarity with technology in order to implement this lesson. However, it is important that faculty members test Skype and establish contact with professionals prior to the implementation of the activity. • Curriculum Toolbox.

FREEDOMS OF THE INDIVIDUAL

B.3 Global Community SKYPE

STANDARDS & ASSESSMENT continued

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.20 Students will assess the influence of the media on public opinion and on the decisions of elected officials and the bureaucracy: bias in reporting and editorials, • push pull polls and selective reporting of citizen opinions, advertisement and campaign ads, reporting of news out of context • SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state and national levels. 75

•

FREEDOMS OF THE INDIVIDUAL

B.3

•

SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

National Council for the Social Studies

Global Community SKYPE continued

76

National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence.

B.4 Civic Virtue DIGITAL ARTISTIC EXPRESSION OF CIVIC HEROES

FREEDOMS OF THE INDIVIDUAL

SUMMARY This unit is comprised of three separate programs to be used at the discretion of the teacher. • Characters of Freedom/Introduction • Tagxedo Project (http://www.tagxedo.com) This unit will allow the students to focus in on some of the individuals in history, or even in their own personal lives, who have strived to provide the freedoms that we all enjoy as citizens of this country. They will be able to consider the many traits and values that these individuals hold or held in their struggles to ensure these freedoms, and show their appreciation for these individuals and values through an artistic media. The program, Tagxedo, will allow them to develop a word-cloud “portrait” of each individual, using words relevant to him or her, as the guiding lines of this portrait or photograph. • Students will discuss the freedoms that a citizen has in this country, and individuals who have fought for these freedoms. • Students will determine what key factors played into these individuals’ push for these freedom, (such as Create a piece of “artwork” using the Tagxedo program, that displays these individuals and words that symbolize what these individuals stood for).

77

CHARACTERS OF FREEDOM/INTRODUCTION SUMMARY FREEDOMS OF THE INDIVIDUAL

B.4 Civic Virtue DIGITAL ARTISTIC EXPRESSION OF CIVIC HEROES continued

In this introduction lesson to this area of Civic Virtue, the students will be taking a look at its close relation to the birth of our freedoms which we enjoy today as citizens of this country. They will be suggesting key figures throughout our nation’s history that have displayed these discussed virtues, and have pushed for the ideals of “freedom.” Once a good discussion has been initiated amongst the students and the instructor, they will take part in a web search to discover various other “characters of freedom” that have influenced this country, as well. • Students will distinguish between key traits that are essential to the character of individuals who have helped establish the freedoms we have as citizens today. • Discuss, in detail, what makes up these certain character traits that allow the ideals of “freedom” to grow, with their fellow classmates and instructor. PROCEDURE

Day 1 • This brief lesson is meant to act as an introduction and reasoning behind the activity that the students will take part in during the follow ing lesson. • Once the students have made it to their seats, the instructor will pose yet another simple question to the class, “What is Freedom?” Allowing time for the students to consider it and state their opinion, the instructor will also suggest a few other questions: “How did we come to have these freedoms as citizens?” and “Throughout our history, who are some individuals who are responsible for maintaining our freedoms?" • As these questions should spark a discussion on these individuals and their effectiveness in this area, the instructor will also introduce the idea that these individuals possess certain qualities that motivated and assisted them in their push for these freedoms.

78

• As the discussion continues, the instructor will pull up the Internet on the Smart Board and/or Projector that is available to them in the classroom, so that the students and the instructor, as a class, may search for images of these individuals and possible words that convey their valuable characteristics. This activity will take the remainder of the class, until the instructor announces that each student will be required to decide on an individual they are interested in that has pushed for the ideals of freedom, whether it be a famous figure or someone in their own lives, and be prepared to research them in the next class session.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment

FREEDOMS OF THE INDIVIDUAL

B.4 Civic Virtue DIGITAL ARTISTIC EXPRESSION OF CIVIC HEROES continued

• One class period. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Access to a smart board and/or projector with connection to the Internet for Characters of Freedom search with class.

Resources • Curriculum Toolbox

79

STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia FREEDOMS OF THE INDIVIDUAL

B.4 Civic Virtue DIGITAL ARTISTIC EXPRESSION OF CIVIC HEROES continued

• SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. 80

Assessment/Rubrics • Students will be assessed at the discretion of the teacher according to their efforts and implementation of the lesson. They will be evaluated on their contributions to group discussion in this case. TAGXEDO PROJECT

FREEDOMS OF THE INDIVIDUAL

SUMMARY In this activity, the students will be given a chance to choose someone of interest that they have discusses in the previous class period, or have the option to choose a person from their own background that they feel hold these qualities and have made strides for the freedoms that we enjoy as citizens, and do research on them. After this is completed, they will take the knowledge that they have acquired and use it in creating a “tag cloud” that shows an image of their selected figure along with words that express the character traits that the individual holds. They will then be required to briefly present them to their classmates and instructor.

B.4 Civic Virtue DIGITAL ARTISTIC EXPRESSION OF CIVIC HEROES continued

• Students will research the character traits, with regard to the ideals of “freedom,” in certain individuals, and better gain an understanding of them. • Students will create a piece of artwork that displays an image of their given individual, who they feel possesses these virtuous traits, which are also displayed in word throughout the artwork. • Students will convey the knowledge they have acquired on their individual through a brief presentation. PROCEDURE

Day 1 • The first class session of this lesson will require that each student have computer access in a lab for the whole period.

81

FREEDOMS OF THE INDIVIDUAL

B.4 Civic Virtue DIGITAL ARTISTIC EXPRESSION OF CIVIC HEROES continued

• After being informed that they will have to decide on a certain individual who promotes ideals of freedom on whom they would research briefly, the students will begin looking up and taking notes on their respective individuals. As this exercise is taking place, the instructor is to remind the students that they need to be documenting “keywords” that really show the character traits of these individuals, with regard to freedom. • The instructor, when they feel the time is appropriate, will announce to the class that they will be using an image of their respective figure and the words that they have decided upon to create a “tag cloud,” which is an artistic image displaying the outline of the figure using these keywords. • The instructor will then provide brief instructions on how to do this at the Tagxedo Project Web site. • The students will be given the remainder of the class period, and whatever time is necessary in the next session, to complete this task.

Days 2–3 • After the students have been provided with an appropriate amount of time to complete their “tag cloud,” the students will then begin to present their artwork, briefly, to the rest of the class and the instructor. The key is a brief explaination of who the individual is, and what they have done to promote the ideals of freedom, as the display, with its many keywords, should be able to speak for itself. • Once every student has made their brief presentation, they will then be asked, by the instructor, to post their artwork around the school, so that these figures and the traits and “keywords” that describe them may be seen by the rest of the school community.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

82

Time Allotment • Three class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Access to a computer lab, so that each individual student may research their “character of Freedom.” • Access to the Tagxedo program.

Resources • Tagxedo Project (http://www.tagxedo.com) • Curriculum Toolbox ASSESSMENT & STANDARDS

Next Generation Content Standards and Objectives for Social Studies in West Virginia

FREEDOMS OF THE INDIVIDUAL

B.4 Civic Virtue DIGITAL ARTISTIC EXPRESSION OF CIVIC HEROES continued

• SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorpora-

83

tion, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction.

National Council for the Social Studies FREEDOMS OF THE INDIVIDUAL

B.4 Civic Virtue DIGITAL ARTISTIC EXPRESSION OF CIVIC HEROES continued

National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be assessed at the discretion of the teacher according to their efforts and implementation of each lesson. Options for assessment include: rubric evaluation of work constructed, contributions to class group work and discussions, etc.

84

B.5 Service Learning ONLINE SAFETY AND VOTING

FREEDOMS OF THE INDIVIDUAL

SUMMARY This unit is comprised of two separate programs to be used at the discretion of the teacher: • Online Safety Alert • Participation in the Political Process: Voting The following lessons are suggestions of service activities that apply to Unit C: Freedoms of the Individual. Students will plan and complete their service, reflect in class and add to their blog and database that was created in the Service Learning unit from Unit A: Rights of the Individual. • Students will plan and complete service activities that relate to Unit B: Freedoms of the Individual. • Students will reflect upon their experiences. • Students will add any needed information to the blog and database created in Unit A: Rights of the Individual. ONLINE SAFETY ALERT SUMMARY This potential service activity does not require time outside the classroom and allows students to capitalize on their technological skills by promoting safe

85

online practices. Through research and development of a campaign, students will use the digital medium in order to share their findings and suggestions on how the community can use the Internet safely. FREEDOMS OF THE INDIVIDUAL

B.5 Service Learning ONLINE SAFETY AND VOTING continued

• Students will develop and carry out their very own community campaign about Internet safety. • Students will use the Internet to do research on the subject. • Students will create a list of rules for Internet safety. • Students will post this rule list on a school and/or community web site. • Students will collaborate with school officials to arrange to send an eblast to students and/or parents, urging them to read the online safety rules together and to discuss them as a family. • Students will reflect upon their experiences. • Students will add any needed information to the blog and database created in Unit A: Rights of the Individual. PROCEDURE • Begin by presenting the issue of online safety to students and inquire what suggestions they have heard or follow. • Present the service learning project to students. Allow ample time for research and development of their campaign and facilitate communication with administrators in order to allow the project to benefit the entire community. The possibilities of this project are endless and can be tailored to already existing policies or provide insight into those policies.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

86

Time Allotment • Three class periods. One hour per class. MATERIALS & RESOURCES

Materials:

FREEDOMS OF THE INDIVIDUAL

• A list for young kids; a place to begin a discussion on rules related to the age of students: http://www.fema.gov/kids/on_safety.htm. • A quiz that could prompt discussion: http://www.safekids.com/quiz/. • Curriculum Toolbox.

B.5

STANDARDS & ASSESSMENT

Service Learning

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

ONLINE SAFETY AND VOTING continued

87

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment FREEDOMS OF THE INDIVIDUAL

B.5 Service Learning ONLINE SAFETY AND VOTING

• Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics: Students will be assessed at the discretion of the teacher on the contribution to the development of this project and the community service hours earned and reflection on their service hours completed.

continued PARTICIPATION IN THE POLITICAL PROCESS SUMMARY There is a wide assortment of possibilities when it comes to having students do service that coincides with the political process of voting. This is an opportunity to capitalize on local organizations and allow for students to find a service opportunity that directly relates to becoming involved in the political process. Of course, the timing must be right with elections, but the possibilities are limitless. • Students will participate in the political process of voting by completing a service learning project. • Students will earn hours toward their community service requirement. • Students will reflect upon their experiences. • Students will add their reflection and other information to the blog and class database developed in Unit A: Rights of the Individual. 88

PROCEDURE • Examine the potential suggestions for service learning activities obtained through SLICE (http://www.servicelearning.org/): • Voter Responsibility  (http://www.servicelearning.org/slice/resource/voting-responsibility) • Voter Participation Project (http://www.servicelearning.org/slice/resource/voter-participation-project) • Mock Election Service Learning Opportunities (http://www.servicelearning.org/slice/resource/mock-election-service-learning-opportunities) • Suggestions from these two potential lessons include: • Organize a campaign to help people in your neighborhood get registered with flyers or informational printouts showing locations and explaining the process. • Prepare a formal advocacy letter, addressed to their Congressional representative. • Provide basic information on voting procedures (maps, voting locations, instructions) for all students to take to their parents. • Create bulletin boards and book displays about the history of voting and the survey results. • Hold an election or poll at the school on a topic of interest. • Make advertisements for the election to broadcast on the school news.

FREEDOMS OF THE INDIVIDUAL

B.5 Service Learning ONLINE SAFETY AND VOTING continued

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn. MATERIALS & RESOURCES • Voter Responsibility (http://www.servicelearning.org/slice/resource/voting-responsibility) 89

FREEDOMS OF THE INDIVIDUAL

• Voter Participation Project (http://www.servicelearning.org/slice/resource/voter-participation-project) • Mock Election Service Learning Opportunities (http://www. servicelearning.org/slice/resource/mock-election-service-learningopportunities) • Curriculum Toolbox STANDARDS & ASSESSMENT

B.5

Next Generation Content Standards and Objectives for Social Studies in West Virginia

Service Learning

• SS.12.C.20 Students will assess the influence of the media on public opinion and on the decisions of elected officials and the bureaucracy: bias in reporting and editorials, push pull polls and selective reporting of citizen opinions, advertisement and campaign ads, reporting of news out of context • SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

ONLINE SAFETY AND VOTING continued

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. 90

• Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be assessed at the discretion of the teacher on the contribution to the development of this project and the community service hours earned and reflection on their service hours completed.

FREEDOMS OF THE INDIVIDUAL

B.5 Service Learning ONLINE SAFETY AND VOTING continued

91

B.CA FREEDOMS OF THE INDIVIDUAL

Culminating Activity FREEDOMS OF THE INDIVIDUAL SUMMARY In this activity, students will learn about campaigns, elections, and advertising. Students will be expected to complete the Tech Steps activity as mandated by the state of West Virginia and create a campaign ad addressing an issue within the community or school. • Students will analyze tactics used in political campaigns. • Students will compose video clips and time stamps from political ads to emphasize arguments. • Students will create a campaign ad addressing a major issue within the school or community. • This lesson fits in with discussions on presidential campaigns, elections, and the media in politics. The instructor will want to cover campaign strategies and historical contexts of campaigns prior to the lesson. PROCEDURE

Day 1—Introduction • Introduce students to basic concepts of campaigns, elections, and the media. Topics may include but are not limited to: campaign strategies, the funnel of causality, and public opinion. Give a brief overview of the upcoming assignment and the culminating activity as well. • Confirm that you have time and space reserved in the computer lab.

92

Day 2—Tech Steps • Have your students work on their Tech Steps projects. Be very thorough with instructions and make sure to keep students on task. You might want to complete the project yourself to show familiarity with it prior to the activity.

Day 3—Tech Steps

FREEDOMS OF THE INDIVIDUAL

• In the computer lab, finish the activity. If students finish early, assign them the task to define a problem within the school and start writing a script for a 30-second campaign ad.

Culminating Activity

Day 4—Filming and Editing

continued

• In small groups, have students define a problem or issue in the school or community. Using FLIP cams or similar equipment, have students film their 30 second clip.

Day 5—Filming and Editing • Allow students time to finish filming, writing, and editing. Remind them that presentations should occur during the 6th day.

Day 6—Presentations • Have students present their short ads and lead the class in discussion of the issues at hand. Some of the better videos can be sent to play during announcements or homeroom or expanded to present to the principal, school board, or local government agency.

Time Allotment • Six class periods. One hour per class.

93

STANDARDS & ASSESSMENT

FREEDOMS OF THE INDIVIDUAL

Culminating Activity continued

94

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. • SS.12.C.11 Students will analyze how the freedoms of speech and press in a democratic society enable citizens to develop informed opinions, express their views, shape public policy and monitor government actions. • SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state and national levels. • SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. • SS.12.E.6 Students will identify economic influences that impact business climate on the local, regional, and global level. • SS.12.G.4 Students will analyze the consequences of human and environmental interaction using global information systems.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 7: Production, Distribution, & Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

FREEDOMS OF THE INDIVIDUAL

Culminating Activity continued

Assessment/Rubrics Students will be assessed at the discretion of the teacher.

95

Unit C

Responsibilities of the Individual C1

Media Literacy: State Officials

C2

Creating Effective Citizens: Facing History and Project Citizen

C3

Global Community: Digiteen Project

C4

Civic Virtue: The “Good” Leader

C5

Service Learning: Service as Responsibility:

Culminating Activity:

96

Cyber-bullying

C.1 Media Literacy

RESPONSIBILITIES OF THE INDIVIDUAL

STATE OFFICIALS SUMMARY This lesson provides the opportunity to explore the state of West Virginia and its elected officials. • Students will research the U.S. Congress members of West Virginia. • Students will conduct research regarding the political background of each member. • Students will present their findings through a Glog. PROCEDURE

Day 1 • Tell students that they will be discussing various issues in their community (school or larger community) that they care about. Bring in newspapers or online articles relating to the relevant community, or to the state of West Virginia. • Have students brainstorm a list of various problems in the community or state. • Read and discuss the following quote by the famous British politician Edmund Burke: “The only thing necessary for the triumph of evil is for good people to do nothing.” • Discuss common reasons why people are not civically engaged. Ask students what the result of civic disengagement of their generation might be. • Tell students that you will be tackling two of the most common reasons

97 97

RESPONSIBILITIES OF THE INDIVIDUAL

C.1 Media Literacy STATE OFFICIALS continued

people do not become engaged in civic action: lack of knowledge about a topic and not knowing what to do to make a difference. • For homework (or in-class work) have students find their own newspaper/online article relating to an important issue in their community, or to the state of West Virginia.

Day 2 • Have students present their newspaper/online article and discuss why it is important to them. • Explain to students that before 1971, people under twenty-one were not allowed to vote. The Twenty-Sixth Amendment lowered the voting age to eighteen. Ask students if they think eighteen-year-olds should be allowed to vote. Why or why not? How does this compare to other age limits that are set by the government? • Research the website Civic Youth (http://www.civicyouth.org/quickfacts/youth-voting/) for a multitude of information regarding youth voting to bring into the class. • Discuss the following quote by George Marshall: “Democracy is the most demanding of all forms of government in terms of energy, imagination and public spirit required of the individual.” Explain to students that some consider citizens who are non-participants in democracy to be “free riders.” Pose the following question for debate: "Should free riders be required to pay more taxes since they are not contributing in other ways? Should those that are involved in democracy receive extra benefits?” Cite how Australia has a 95% voting rate and fines citizens who do not vote. • Discuss the article Making Voting Fun? • Inform students that they will research a political official from the state of WV. • If time permits allow students time to become familiar with the website Project Vote Smart (http://www.votesmart.org/).

Day 3 • Have students work in groups of five and choose a member of the U.S. Congress from WV to research; Inform students that they will present their findings in a Glog on Glogster (http://edu.glogster.com/). 98

• Students will research personal and political information to present in a Glog on Friday. The research is intended to get students familiar with their elected officials. • Have students work on Special Interest Group Lesson and worksheet. • Have students work on Values and Legislation Lesson and worksheet. • These two worksheets will help students become familiar with their politician. • Allow students time to do extensive research on their politician.

Day 4 • Allow students more in-class time to work on their Glogs. • The information presented in each Glog should reflect the students’ personal backgrounds and the information obtained through the special interest group and values and legislation worksheets.

Day 5 • Have students present their Glog to class. • Have a wrap up discussion around being a informed citizen.

RESPONSIBILITIES OF THE INDIVIDUAL

C.1 Media Literacy STATE OFFICIALS continued

Differentiated Instruction • Students not familiar with computers may need extra attention. • Advanced students could create multiple Glogs outside of their group work. • Students that do not have a computer or Internet at home . . . make sure there is time for them to work at school.

Collaboration • Students will work collaboratively & individually in groups of five.

99

Time Allotment • Five class periods. One hour per class. RESPONSIBILITIES OF THE INDIVIDUAL

C.1 Media Literacy STATE OFFICIALS

MATERIALS & RESOURCES

Instructional Materials • Project Vote Smart (http://www.votesmart.org/) • Glogster (http://edu.glogster.com/) • Civic Youth (http://www.civicyouth.org/quick-facts/youth-voting/)

Resources • • • •

Computer Lab Internet Projector to display student work Curriculum Toolbox

continued STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation,

100

•

•

• •

providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism). SS.12.E.2 Students will debate an effective allocation of the factors of production that encourages healthy economic growth and sustainability while curbs environmental abuses in the global community. SS.12.E.6 Students will identify economic influences that impact business climate on the local, regional, and global level. SS.12.G.3 Students will analyze the role of sustainable development in the lives of 21st Century citizens (e.g. renewable energy, recycling, reusing, land use policy, ocean management and energy policy) to balance healthy economic growth with environmental protection.

RESPONSIBILITIES OF THE INDIVIDUAL

C.1 Media Literacy STATE OFFICIALS

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment

continued

• Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics It is your professional opinion as to what you would like the student’s Glog to encompass.

101

C.2 RESPONSIBILITIES OF THE INDIVIDUAL

Creating Effective Citizens PROJECT CITIZEN AND FACING HISTORY SUMMARY This unit is comprised of two separate programs to be used at the discretion of the teacher. • Project Citizen • Facing History and Ourselves PROJECT CITIZEN SUMMARY We the People: Project Citizen is a curricular program for middle, secondary, and post-secondary students, youth organizations, and adult groups that promotes competent and responsible participation in local and state government. The program helps participants learn how to monitor and influence public policy. In the process, they develop support for democratic values and principles, tolerance, and feelings of political efficacy. • The Project Citizen program is administered with the assistance of a national network of state and congressional district coordinators in every state and is conducted with the assistance of the National Conference of State Legislatures. It is funded by the U.S. Department of Education by act of Congress. Additional funding at the state level is also provided by an increasing number of state legislatures. • Project Citizen is focused on helping students to become familiar with

102

participation in their local and state governments and influence public policy. Students begin by identifying a public policy issue in their community as a group. They then research the problem, identify possible solutions and develop an action plan to present to their local community members in portfolio form in hopes that it will be adopted by the local government. The website provides examples of Project Citizen presentations and West Virginia is currently developing a statewide program that will provide educators with the materials and guidance to take part in this program. • Students will understand and partake in the public policy making process. • Students will research a public policy issue, identify possible solutions and present their findings to their local government. • Students will become familiar with how their local and state governments work. PROCEDURE • Project Citizen has two process-oriented student texts designed for use in middle (Level 1), secondary, and post-secondary classrooms, youth organizations, and adult groups (Level 2). The teacher’s guides include directions for leading students through the instructional process and developing a portfolio. It also provides instructions and evaluation procedures for conducting a simulated public hearing. • Teachers can access pre-existing lesson plans through the Project Citizen website: CivicEd (http://www.civiced.org/index.php?page=high_school).

RESPONSIBILITIES OF THE INDIVIDUAL

C.2 Creating Effective Citizens PROJECT CITIZEN AND FACING HISTORY continued

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

103

MATERIALS & RESOURCES

Instructional Materials RESPONSIBILITIES OF THE INDIVIDUAL

C.2

• Students will need access to the Internet

Resources • One computer per student • Curriculum Toolbox STANDARDS & ASSESSMENT

Creating Effective Citizens PROJECT CITIZEN AND FACING HISTORY continued

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. • SS.12.C.11 Students will analyze how the freedoms of speech and press in a democratic society enable citizens to develop informed opinions, express their views, shape public policy and monitor government actions. • SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state and national levels. • SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, interna-

tional treaties, terrorism and other exchanges to evaluate potential solutions to global issues. • SS.12.E.6 Students will identify economic influences that impact business climate on the local, regional, and global level. • SS.12.G.4 Students will analyze the consequences of human and environmental interaction using global information systems.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

RESPONSIBILITIES OF THE INDIVIDUAL

C.2 Creating Effective Citizens PROJECT CITIZEN AND FACING HISTORY continued

Assessment/Rubrics Teachers will assess student achievement, using their own discretion, with regard to: • Students’ discussion and reflection on their involvement in the public policy-making process. 105

• Their research and presentation of their findings to their local governments. FACING HISTORY AND OURSELVES RESPONSIBILITIES OF THE INDIVIDUAL

C.2 Creating Effective Citizens PROJECT CITIZEN AND FACING HISTORY continued

SUMMARY Facing History and Ourselves (FHAO) http://www.facinghistory.org/ is an organization that is focused on helping educators and students link the past to moral choices that we as global citizens make today. The website has a variety of resources for educators that examine global issues of genocide, discrimination, human rights as well as issues of segregation, religious freedom, democracy and civil rights in the United States. Through innovative videos, readings, poems and a variety of resources, FHAO provides educators with a variety of resources to approach issues in their classrooms. Begin at the “Educator Resources” section for inspiration. The organization also offers online professional development and face-to-face conferences. • Utilizing the facinghistory.org website, teachers may use pre-existing lesson plans from the site or create their own based on utilities form the site. There are also numerous unit plans prepared for teacher. PROCEDURE • Teachers should investigate lessons on http://www.facing.org/lessonsunits-outlines where free lessons and units are provided to them. • They should select lessons that are most appropriate for their classroom.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

MATERIALS & RESOURCES

Instructional Materials • Will vary based on lessons selected by the teacher.

Resources

RESPONSIBILITIES OF THE INDIVIDUAL

• Will vary based on lessons selected by the teacher. STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. • SS.12.C.11 Students will analyze how the freedoms of speech and press in a democratic society enable citizens to develop informed opinions, express their views, shape public policy and monitor government actions. • SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state and national levels. • SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, interna-

C.2 Creating Effective Citizens PROJECT CITIZEN AND FACING HISTORY continued

107

RESPONSIBILITIES OF THE INDIVIDUAL

C.2 Creating Effective Citizens PROJECT CITIZEN AND FACING HISTORY continued

tional treaties, terrorism and other exchanges to evaluate potential solutions to global issues. • SS.12.E.2 Students will debate an effective allocation of the factors of production that encourages healthy economic growth and sustainability while curbs environmental abuses in the global community. • SS.12.E.4 Students will debate the role of government in a free-market economy. • SS.12.G.4 Students will analyze the consequences of human and environmental interaction using global information systems.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Teachers will assess student achievement, using their own discretion, with regard to: • Students’ discussion and reflections with regard to their involvement in the public policy-making process. • The quality of students’ research and presentation of their findings to their local government.

RESPONSIBILITIES OF THE INDIVIDUAL

C.2 Creating Effective Citizens PROJECT CITIZEN AND FACING HISTORY continued

109

C.3 RESPONSIBILITIES OF THE INDIVIDUAL

GLOBAL COMMUNITY DIGITEEN PROJECT SUMMARY This lesson discusses citizenship in the twenty-first century. Subtopics of this lesson can include cyber-bullying, texting while driving, identity theft, privacy, and social network etiquette. Students can also work collaboratively with peers across the country and globe. The Digiteen Project (http://www.digiteen.org/) works to make students aware of digital citizenship and etiquette. This project studies digital citizenship with students researching current topics, writing a collaborative report on a wiki, and performing and documenting offline action educational projects to promote effective digital citizenship at their local schools. The purpose of the project is to educate on and promote effective Digital Citizenship and responsible online choices as well as immersing students into an educational community for learning and collaborating. • Students will create a wiki highlighting a component of digital citizenship. • Students will discuss ideas associated with citizenship in the 21st Century. PROCEDURE

Day 1 • Introduction, Grouping, and Blogs

110 110

• Note: The formal Digiteen Project is limited in its number of applicants. However, the model of the Digiteen Project can be implemented on a more local level. • The instructor will introduce students to the collaborative nature of the Digiteen Project and assign students into four groups. The groups will include the Four Competency Areas of the Digiteen Project. These include: • Core Area A: Safety, Privacy, Copyright, Fair Use and Legal Compliance. • Core Area B: Etiquette and Respect • Core Area C: Habits of Learning: Reliable, Responsible Management of Online Activity • Core Area D: Literacy and Fluency

RESPONSIBILITIES OF THE INDIVIDUAL

C.3 Global Community

• Students will devise a project that fits under each of the categories. The projects must include four components which include:

DIGITEEN PROJECT

• Blog post introduction • Students will create a blog with primary thoughts, ideas, and concerns about their topic and the project. • Students should post a KWL chart with information on what they know about the project, what they want to know, and what they would learn as a result of the project. • A written collaborative report using a wiki • Students in teams will author an original collaborative document based upon the work. • Students will provide current information relevant to news and ideas based on their digital citizenship topic. • Students will make the wiki more concise while retaining the meaning of the original author.

continued

• Action Project • The action research project is a school based project in which the Digiteen participants take action to educate the rest of their school community about Digital Citizenship. Make sure to start discussing the 111

RESPONSIBILITIES OF THE INDIVIDUAL

C.3 Global Community DIGITEEN PROJECT

Action Research Project at the beginning of the Digiteen Project. In many ways this is the most important component of this project. It is easy to get sidetracked by the technical requirements of contributing to the Ning and Wiki and lose sight of the goal of raising awareness of Digital Citizenship within your school community. • Post-Project Reflection • Students and teachers are asked to post their reflections on the project (suggested guidelines will be on the wiki). Students should tag these student-reflection and teachers as teacher-reflection. Experts, judges, and sounding boards are also asked to reflect as well.

Days 2–4—Work Days • These days are reserved as student work days. Students will research their topic and write a collaborative report in their wiki and then design an action project. The role of the teacher is to guide students in their research and to keep them on task.

continued

Day 5—Presentations • Students will present their initial findings to their classmates. Peers can ask questions and offer suggestions. After presentations, the groups will reflect on their work and continue work toward the completion of their action project.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Five class periods. One hour per class. 112

MATERIALS & RESOURCES

Instructional Materials • Students will need access to the Internet to complete their projects.

Resources • One computer per student • Curriculum Toolbox

RESPONSIBILITIES OF THE INDIVIDUAL

C.3

STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

Global Community DIGITEEN PROJECT continued

113

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment RESPONSIBILITIES OF THE INDIVIDUAL

C.3 Global Community DIGITEEN PROJECT continued

• Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity:Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 9: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be assessed at the discretion of the teacher according to their efforts and implementation of the lesson. They will be evaluated on their contributions to group discussions, and so on.

114

C.4 CIVIC VIRTUE THE "GOOD" LEADER

RESPONSIBILITIES OF THE INDIVIDUAL

SUMMARY Students will be focusing in on the idea of a good “leader,” and what characteristics and values are essential to these leaders as they carry out their responsibilities in their respective communities. Once the students gain an understanding of these character traits, they will be divided into groups and be required to interview a community leader of their choice, which they will, also, film in collaboration with the AV or Broadcast Journalism department. The interviews will be combined into one documentary that will be presented to the entire school community. • Students will discover the values and characteristics that are synonymous with the idea of a good “leader.” • Students will distinguish leaders in their own communities and have the opportunity to interview them. • Students will create a short documentary showing these interviews with their respective community leaders. PROCEDURE This unit is comprised of two lessons to be used at the discretion of the teacher. • Leadership/Introduction • Community Leadership Documentary

115

LEADERSHIP/INTRODUCTION SUMMARY RESPONSIBILITIES OF THE INDIVIDUAL

C.4 Civic Virtue THE "GOOD" LEADER continued

In this introduction lesson, students will be given the chance to discuss what it takes to be a leader in today’s society. What qualities and values are essential to those leaders? They will be able to work together, as a class to make suggestions of who some of their own community leaders may be, and why. This discussion and decision on local leaders will be a prime set up for the following lesson. • Students will discuss the characteristics and values that go into making a good “leader.” • Students will relate those values to the responsibilities associated with a leader in a local community, or in society as a whole. • Students will deliberate over who are some key leaders in their own community. PROCEDURE

Day 1 • This class session plays an essential role in setting up the following class project. Once the class begins, the instructor will present the word “leader” or “leadership” on the board. The instructor will then ask the students to respond with the first things that come to mind when they see this word. As the students are providing answers, the instructor should summarize these on the side of the board so that the group doesn’t lose track of them. • Once the students’ answers seem to fade off, the instructor should narrow down the discussion to allow the students to distinguish what character traits, qualities, or values are essential to creating an ideal leader. The instructor should follow the same procedure and place these on the other side of the board.

116

• When this is completed, the instructor will ask the class, as a whole, to reflect and consider possible leaders in their own community who may stand out as having these values and characteristics. The instructor will then allow the students a brief period to deliberate amongst themselves, before having them provide their suggestions. • After this discussion, the instructor will announce the following lesson plan that the students will be taking part in over the next week or so. The students will be split up into groups of three or four, depending on class size, and will be asked to decide on one community leader they wish to focus on. These groups will then be required have their respective leader come in for an interview session and video-recording of that interview.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms as defined by IEPs or 504s. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

RESPONSIBILITIES OF THE INDIVIDUAL

C.4 Civic Virtue THE "GOOD" LEADER continued

Time Allotment • One class period. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Students will need access to the Internet to complete their projects.

Resources • One computer per group • Curriculum Toolbox

117

STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia RESPONSIBILITIES OF THE INDIVIDUAL

C.4 Civic Virtue THE "GOOD" LEADER continued

• SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. • SS.12.E.6 Students will identify economic influences that impact business climate on the local, regional, and global level.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and 118

problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. • SS.12.E.6 Students will identify economic influences that impact business climate on the local, regional, and global level.

Assessment/Rubrics Students will be assessed at the discretion of the teacher according to their efforts and implementation of the lesson. They will be evaluated on their contributions to group discussions, and so on. COMMUNITY LEADERSHIP DOCUMENTARY SUMMARY In this project, students will have the opportunity to work as teams, and interview a respected community leader of their choice. This choice will come from a decision made concerning the important characteristics and values of a good leader that were discussed in a prior class session. The students will be required to produce a video-recording of this interview, as it will be combined with the other groups in class to produce a mini-documentary, which will be screened to the rest of the school community.

RESPONSIBILITIES OF THE INDIVIDUAL

C.4 Civic Virtue THE "GOOD" LEADER continued

• Students will conduct a professional interview with a community leader. • Students will produce a video recording of that interview to be used in a larger project. • Students will present the final documentary to the school community. PROCEDURE

Day 1 • After deciding on groups and which community leader each group will focus in on, the instructor will need to make an effort through the school, to contact these individuals and ask when an appropriate time would be 119

RESPONSIBILITIES OF THE INDIVIDUAL

for them to come in and be interviewed by the students. If there are any conflicts in scheduling, they will be addressed as needed, and the groups may need to revise their choice. • Once the times are scheduled for each community leader to come in for the interview, the groups should begin deliberating over what questions they will ask the individual, regarding their thoughts on leadership qualities and values, and their opinions on their own leadership.

Days 2–4

C.4 Civic Virtue THE "GOOD" LEADER continued

• The next part of this activity will span the time of several days, and may vary depending on scheduling. • The students will be required to go to the area, or room, that has been designated as the “interview room.” Here, they will conduct their interview with their respective community leaders, and will film the interview in collaboration with the AV or Broadcast Journalism class. Whether or not the group will have one of their own filming or a designated person from the other department is at the discretion of the instructors involved. Each group’s interview should last around 5 minutes. • Once the interviews are completed in a professional manner, the students should thank the individual.

Day 5 • The interviews are to be completed in collaboration with the AV or Broadcast Journalism department. All of the interviews will be combined into one single documentary. The students, as a class, will also be asked to film a brief introduction and sign-off for the book-ends of the film.

Day 6 • The instructor will meet with the administration and ask to designate a period of time in a given day so that the film may be presented to the entire school community. • At this Assembly, the class will designate a speaker to introduce the film and briefly discuss what it is about. 120

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

RESPONSIBILITIES OF THE INDIVIDUAL

Time Allotment • Six class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Access to a lounge or reserved room that would serve as the “interview” room. • Access to a video camera to record each interview, and collaboration with the AV department to combine all of the interviews into a finished product. • Curriculum Toolbox.

C.4 Civic Virtue THE "GOOD" LEADER continued

STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism).

121

RESPONSIBILITIES OF THE INDIVIDUAL

C.4 Civic Virtue THE "GOOD" LEADER continued

122

• SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be assessed at the discretion of the teacher according to their efforts and implementation of the lesson. They will be evaluated on their contributions to group discussions and team work amongst their groups, their work on the interview and recording, and the overall presentation of the project. Rubrics are at the discretion of the teacher.

RESPONSIBILITIES OF THE INDIVIDUAL

C.4 Civic Virtue THE "GOOD" LEADER continued

123

C.5 RESPONSIBILITIES OF THE INDIVIDUAL

SERVICE LEARNING SERVICE AS RESPONSIBILITY SUMMARY The following lessons are suggestions of service learning activities that apply to Unit C: Responsibilities of the Individual. Students will plan and complete their service, reflect in class and add to their blog and database created in the Service Learning Unit from Unit A: Rights of the Individual. • Students will plan and complete service activities that relate to Unit C: Responsibilities of the Individual. • Students will reflect upon their experiences. • Students will add any needed information to the blog and database created in Unit A: Rights of the Individual.

Learning Activities This unit is comprised of two lessons to be used at the discretion of the teacher. • Internet Health Guide • The Wonder of the Internet INTERNET HEALTH GUIDE SUMMARY This research- and Internet-based service project can be completed entirely in the classroom through the development and creation of a blog concerning 124

ing healthy habits for young adults and their families. Students will post health tips, local events (walks/runs), links to articles, or even create and post videos regarding a variety of issues. • Students will develop and execute a community health campaign using the Internet. • Students will create a blog page, on which they may post health tips, upcoming races and walks in the community, links to important articles dealing with health, nutrition and exercise, or videos including tips. • Students will reflect upon their experiences. • Students will add any needed information to the blog and database created in Unit A: Rights of the Individual. PROCEDURE • This service project can be varied according to the interests of the students. If the students wanted to create a blog concerning a specific health topic that seems to be an issue in their community they could. In addition to the in-class creation of a health guide blog, the Service Learning Ideas and Curricular Examples (SLICE) provides other service-learning activities pertaining to building healthy communities. Remember, after students complete any service project, there must be reflection that follows. • Building Healthy Communities: http://www.servicelearning.org/slice

RESPONSIBILITIES OF THE INDIVIDUAL

C.5 Service Learning SERVICE AS RESPONSIBILITY continued

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Variable 125

MATERIALS & RESOURCES

Instructional Materials RESPONSIBILITIES OF THE INDIVIDUAL

C.5 Service Learning SERVICE AS RESPONSIBILITY continued

• Students will need access to the Internet to complete their reflection and blog.

Resources • One computer per student. • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment •

126

SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic.

•

SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues.

Assessment/Rubrics • Students will be assessed at the discretion of the teacher on the contribution and creation of the blog and the reflection on their service hours. THE WONDER OF THE INTERNET SUMMARY Students will complete this service-learning activity after school by pairing up with an adult (perhaps from a local senior center) teaching them how to use a computer and the Internet. • Students will work collaboratively in order to help adult participants work step by step to discover “The Wonder of the Internet”. • Students will foster a better understanding of the youth in the community and how they have learned tolerance of different age groups. • Students will reflect upon their experiences. • Students will add any needed information to the blog and database created in Unit A: Rights of the Individual.

RESPONSIBILITIES OF THE INDIVIDUAL

C.5 Service Learning SERVICE AS RESPONSIBILITY continued

PROCEDURE • Students should be well versed on the way a computer and the Internet works so that they can answer questions that adult participants might have. The students participate in the service-learning project after school, one day a week, for 6 weeks on a one-to-one basis with mature adults helping them to learn “The Wonder of the Internet.” Supervision and arrangement can be facilitated by the teacher in order to develop a regular meeting time and place (library). The service provided helps foster a better understanding of the youth in the community and how they have 127

learned tolerance of different age groups while performing in a teaching role under the supervision of credentialed teachers. • Please see the suggestions from SLICE: The Wonder of the Internet: (http://www.servicelearning.org/slice/resource/wonder-internet) RESPONSIBILITIES OF THE INDIVIDUAL

C.5 Service Learning SERVICE AS RESPONSIBILITY

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Variable MATERIALS & RESOURCES

continued

Instructional Materials • Students will need access to the Internet to complete their blog and reflection.

Resources • One computer per student • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively

128

participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment

RESPONSIBILITIES OF THE INDIVIDUAL

C.5 Service Learning SERVICE AS RESPONSIBILITY continued

• Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be assessed at the discretion of the teacher on the contribution and involvement in the project and the reflection on their service hours completed.

129

C.CA RESPONSIBILITIES OF THE INDIVIDUAL

CULMINATING ACTIVITY CYBER-BULLYING SUMMARY In today’s school climate, it is critical that students are aware of the danger of bullying and the possible consequences that the individual faces, as well as the moral danger both the bullied and bullier face. By high school, most students have already experienced bullying indirectly or directly. This culminating activity requires students to become an expert on the issues of bullying—and specifically cyber-bullying. They will develop a presentation that can be given to younger students either in the high school or a partner middle or elementary school. • • • • • • •

Students will define bullying. Students will investigate cyber-bullying. Students will analyze what it means to be bullied. Students will analyze what it means to bully. Students will consider the relationship between bullying and violence. Students will develop a plan of action to stop bullying. Students will teach others about the dangers of bullying.

KNOWLEDGE SUMMARY As the first lesson in the Culminating Activity: Personal Responsibility, students will consider bullying and their relationship to it. They will work on identifying practices of bullying and discuss why they are problematic. They will also begin to consider their role in stopping bullying.

130

• Students will begin to articulate bullying practices and consider both the bully and the bullied. • Students will be knowledgable about cyber-bullying. PROCEDURE

Day 1 • This lesson should begin with the teacher presenting information about bullying. The lesson should consider traditionally recognized bullying practices and those that have developed over the Internet. Teachers need to contextualize bullying in communities and schools so that students recognize that this is a nation-wide problem but at the core of bullying are individuals. The teacher should emphasize the negative consequences for both the bully and the bullied. • High school students can be callous and lacking in empathy, but it is critical that teachers reach out to them and begin and end the lesson inviting the students to privately reach out if they are being bullied. It is also critical that all the students hear that bullying cannot and will not be tolerated. • Students should be asked to respond to the following question: who is responsible for stopping a bully? • Teachers should acknowledge that at some point most people feel as though they do not measure up to their friends and when some of these people try to become more powerful by bullying others, they are demonstrating weakness and insecurity. • Students should be asked to privately list all the ways that a bully might act.

RESPONSIBILITIES OF THE INDIVIDUAL

Culminating Activity CYBER-BULLYING continued

Day 2 • The teacher should put together a list of all the answers to the last question. Ask the students to add to the list. • Ask the students to answer the question: How has technology changed bullying?

131

• The teacher will need to use personal discretion in teaching this lesson and how hard to push students to articulate what bullying is and who is responsible for it. RESPONSIBILITIES OF THE INDIVIDUAL

Culminating Activity CYBER-BULLYING continued

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Two class periods. One hour per class. DISPOSITION SUMMARY This is the second lesson in the Culminating Activity: Personal Responsibility. High school seniors are to some extent past the worst ages for bullying however they can provide an expert voice to younger students on how to handle bullying. The student may become the peer teacher in this unit and prepare to teach others about bullying and how to identify, report, and support victums. • Students will write a reflection on bullying. • Students will prepare a group presentation on bullying. PROCEDURE • The teacher needs to ask the students to write down an answer to the following question: how do we stop bullies? • The students should hand in their work.

132

• The teacher should decide if the following activity should be worked on by the whole class or in groups. • The students are going to become the teachers and prepare presentations on bullying. • These presentation could be plays or posters. They could make use of technology and be videos or digital posters or prezi’s. What works in one classroom may or may not work in others. • Each presentation should be a minimum of 15 minutes long and should address a set of predetermined questions: • • • • • • • •

What is a bully? Who is bullied? Where does bullying happen? Who is bullied? What does a bullied person feel like? Who will help someone who is being bullied? Who is responsible for stopping a bully? How do we stop a bully?

RESPONSIBILITIES OF THE INDIVIDUAL

Culminating Activity CYBER-BULLYING continued

• This list is a jumping off point for teachers and students. This project should take a week to develop thoroughly. As a class activity, each day could start with a private written response to one of these questions.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Five class periods. One hour per class.

133

ACTION SUMMARY RESPONSIBILITIES OF THE INDIVIDUAL

Culminating Activity CYBER-BULLYING continued

This is the final lesson in the Culminating Activity for Personal Responsibility. • Students need to be taught to act like a member of their community. They will have the opportunity to present their material to other students or the community to show not only their education but their expertise. They will be the expert acting to care for the community. • Students will create a presentation on bullying. • Students will present their work to other students at the high school, middle school or elementary school, or to the general community. PROCEDURE • The teacher will finalize the student product on bullying and arrange a presentation of the material. • Ideally the presentation would be made to elementary or middle school students. Depending on the content, it may be more appropriate for high school students. • The teacher should observe the students and have them practice so that they feel like the expert in front of others.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Three class periods. One hour per class.

134

MATERIALS & RESOURCES

Resources • Computers • Projectors/Whiteboards • Curriculum Toolbox

RESPONSIBILITIES OF THE INDIVIDUAL

STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia

Culminating Activity

• SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.2 Students will explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. • SS.12.C.11 Students will analyze how the freedoms of speech and press in a democratic society enable citizens to develop informed opinions, express their views, shape public policy and monitor government actions. • SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues.

CYBER-BULLYING continued

135

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment RESPONSIBILITIES OF THE INDIVIDUAL

Culminating Activity CYBER-BULLYING continued

• Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be graded on their preparation for and dedication to the presentation of information on bullying.

136

Unit D Beliefs Concerning Societal Conditions and Governmental Responsibilities D.1 Media Literacy: The Constitution D.2 Creating Effective Citizens: The Civic Mirror D.3

Global Community: Programs for

International Relations D.4

Civic Virtue: Community Civic Virtue

D.5

Service Learning: Our Community

D.1 Beliefs Concerning Societal Conditions and Governmental Responsibilities

MEDIA LITERACY THE CONSTITUTION SUMMARY The lessons in this unit fall under the NCSS’s guide for Beliefs Concerning Societal Conditions and Governmental Responsibilities. Concepts included in this unit are: 1) laws are accepted by the majority of the people; 2) dissenting minorities are protected; 3) government is elected by the people; 4) government respects and protects individual rights; 5) government respects and protects individual freedoms, guarantees civil liberties, and works for the common good. • This lesson will provide students the opportunity to explore the rights protected in the Constitution and create a political cartoon to express their knowledge. • Students will be tasked with researching the Constitution, specifically what rights and freedoms the Constitution protects. • Students will then create a political cartoon, using the program ToonDoo, based around their chosen protected rights and freedoms. • Students will present their cartoons at the lesson's conclusions. PROCEDURE • Students should have a general understanding of the Constitution and the protected rights and freedoms of individuals. • Visit ToonDoo (www.toondoo.com) and register with the site. • Make sure you are comfortable with the program so that you can model it for your students.

138

• Model: Make sure students are registered and comfortable with the program. • This lesson may take two days: one day for students getting comfortable with the program and another day for in-class work. • Have students create their own political cartoon. • Have students present to the class.

Attachments

Beliefs Concerning Societal Conditions and Governmental Responsibilities

• Toondoo Teacher’s Guide (http://toondooguide.wordpress.com/toondoo-and-your-students/). • Toondoo Student Guide (http://toondooguide.wordpress.com/toondooand-your-students/).

D.1

Differentiated Instruction

Media Literacy

• Students not familiar with computers may need extra attention. • Advanced students could make multiple political cartoons. • These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

THE CONSTITUTION continued

Collaboration • Students will work individually.

Time Allotment • Two class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Locate examples of political cartoons to show to students. 139

Resources

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.1 Media Literacy THE CONSTITUTION continued

• • • •

Computer Lab Internet Projector: to display student work Curriculum Toolbox

STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and • jurisdiction. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices

of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.1 Media Literacy THE CONSTITUTION

Assessment/Rubrics continued • It is your professional opinion as to what you would like the student’s Toondoo to encompass.

Student Guide and Lesson The student guide for Toondoo is very similar to the teacher’s guide as the purpose is the same; to take a novice through the steps necessary to create a simple cartoon. MEDIA LITERACY 2 SUMMARY The lessons in this unit fall under the NCSS’s guide for Beliefs Concerning Societal Conditions and Governmental Responsibilities. This posits that society needs laws that are accepted by the majority of the people, dissenting minorities are protected, government is elected by the people, government 141

respect and protects individual rights, government respects and protects individual freedoms, guarantees civil liberties, work for the common good.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.1 Media Literacy THE CONSTITUTION continued

• This lesson will provide students the opportunity to explore the Supreme Court and specific cases. • Students will be tasked with researching one of ten Supreme Court cases provided in a NY Times article: (http://www.nytimes.com/learning/ teachers/featured_articles/20080915monday.html). • Students will create a “glog” through the website Glogster (http://www. glogster.com/) regarding the Supreme Court case they have chosen. • Students will present and explain the details of the case to the class using their “glog”. PROCEDURE • Students should already have a general understanding of the Constitution and the protected rights and freedoms of individuals. • Students should already have a general understanding of the Supreme Court. • Visit http://www.glogster.com or http://edu.glogster.com: depending on your budget you can buy upgraded versions. • Visit  http://momtom.edu.glogster.com/all-about-glogster: a  great stepby-step tutorial. • Make sure you are comfortable with the program so that you can model it for your students. • Model: make sure students are registered and comfortable with the program. • This lesson may take two days: one day for students getting comfortable with the program and another day for in-class work. • Have students read the NY Times article (word doc attached or follow the link in the objective section) and chose one of the Supreme Court cases discussed. Have student do more in-depth research on the case. • Have students create a glog depicting the case and its important features. • Out of class work will more than likely occur. • Have students present to class.

Attachments • http://www.nytimes.com/learning/teachers/ featured_articles/20080915monday.html

Differentiated Instruction • Students not familiar with computers may need extra attention. • Advanced students could make multiple glogs. • Students that do not have a computer or Internet at home . . . make sure there is time for them to work at school. • These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.1 Media Literacy

Collaboration

THE CONSTITUTION

• Students will work individually.

continued

Time Allotment • Two class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • www.glogster.com • You can find glog examples on their website • You can make your own glog so students know what is expected

Resources • Computer Lab

143

• Internet • Projector: to display student work • Curriculum Toolbox BELIEFS CONCERNING SOCIETAL CONDITIONS AND GOVERNMENTAL RESPONSIBILITIES

D.1 Media Literacy THE CONSTITUTION continued

144

STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of nondemocratic governments (e.g. socialism found in communism and nationalism found in fascism).

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.1 Media Literacy THE CONSTITUTION

Assessment/Rubrics continued It is your professional opinion as to what you would like the student’s Glog to encompass.

145

D.2 CREATING EFFECTIVE CITIZENS Beliefs Concerning Societal Conditions and Governmental Responsibilities

THE CIVIC MIRROR

SUMMARY The students will utilize The Civic Mirror (www.civicmirror.com), an online and face-to-face education program that turns classrooms into countries, students into citizens and teachers into 21st century educators. Students are given their own government, legal system, economy and environment to use and have a hands on approach to what they’re studying. • The Civic Mirror’s events can be integrated into a variety of course settings to improve the delivery of the curriculum. As students assume the responsibilities and challenges of citizens living in their own Civic Mirror countries, they are better able to understand what’s being taught in class because they can relate to it. • Students will learn how the government, the economy and the civic system all interconnect through experiencing it firsthand. • Students will learn about real-life lessons. • Simulate nation-building activities. PROCEDURE • Teachers need to sign up for The Civic Mirror and proceed from there. It is recommended that twelve class sessions be devoted to the Civic Mirror, two of which require computer lab use. The other ten sessions are reserved for in class decisions and students may also utilize the Civic Mirror outside of school instruction. • The framework is based to fit a teacher’s needs and calender and is completely framable around the semester (experiential labs, etc.)

146

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Fifteen class periods. One hour per class. MATERIALS & RESOURCES • The Civic Mirror (www.civicmirror.com)

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.2

Resources

Creating Effective Citizens

• Computer lab (one computer per student) with access to the Internet for two class periods only • Curriculum Toolbox

THE CIVIC MIRROR continued

STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. 147

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.2 Creating Effective Citizens THE CIVIC MIRROR continued

148

• SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and • jurisdiction. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance.

• Theme 7: Production, Distribution, & Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be assessed at the teacher’s discretion, based on completion of the Civic Mirror project. Teachers could assess students on event-based game-time decisions, or pre-event operations in preparation of the game beginning. The assessment is completely up to the instructor through the Civic Mirror website.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.2 Creating Effective Citizens THE CIVIC MIRROR continued

149

D.3 Beliefs Concerning Beliefs Concerning Conditions Societal Conditions Societal and Governmental and Governmental Responsibilities Responsibilities

GLOBAL COMMUNITY PROGRAMS FOR INTERNATIONAL RELATIONS SUMMARY Each lesson in this unit plan presents different tools that may encourage students to explore their role in the global community. This unit is comprised of three lessons: • Skype (http://www.skype.com/intl/en-us/home) • Doors to Diplomacy • Model United Nations. SKYPE SUMMARY Skype is a tool that connects your classroom to a variety of individuals or places around the world. By exposing students to varied perspectives, they will broaden their horizons and will begin to understand their location in relation to the global context. • Students will connect with various individuals from anywhere in the country/world. • This lesson can be implemented in nearly any context. Whenever a teacher locates an expert in their field, Skype can be used to have a video conference, lecture, or discussion with the class. In preparation for the lesson, students may want to do some initial research or come up with questions for the expert.

150

PROCEDURE

Day 1 • Introduce students to the concept of bringing an expert into the classroom. You may want to use a K-W-L chart for this activity. Ask students what they know about the expert or topic. In small groups, have students come up with questions for the expert that will Skype into the class. Review the questions together and lay ground rules for the next day’s lecture/discussion/Q&A session.

Day 2 • Arrange the classroom where all students can see the projector screen and can be in view of the webcam. You might want to use a webcam with some degree of flexibility. Remind students of the rules for the activity before calling the expert. Your role during the activity will be to act as a moderator and facilitator between the students and expert. After the Skype call has ended, ask students to give a summary of what the talk was about. You can have students write their reactions or create a product depending on the conversation or topic.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn. • Modifications in the lesson may include: • • • •

Outline or script of the discussion Preferrential seating ASL interpreter Guided notes

151

Sample Student Products • http://www.youtube.com/watch?v=yYa2RkdbbEo Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

Collaboration • Students will work collaboratively & individually. Students will work in groups of four.

Time Allotment • Two class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • High speed Internet access, computer, webcam, Skype account

Resources • Firefox, Internet Explorer, Skype. • The number of computers required is one. • Students will not need familiarity with technology in order to implement this lesson. However, it is important that faculty members test Skype and establish contact with professionals prior to the implementation of the activity. • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American govern152

•

•

•

•

ment through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). SS.12.C.2 Students will explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. SS.12.C.7 Students will evaluate the processes within the United States Constitution a living document with democratic principles that are modified and expanded to meet the changing needs of society. SS.12.C.20 Students will assess the influence of the media on public opinion and on the decisions of elected officials and the bureaucracy: bias in reporting and editorials, push pull polls and selective reporting of citizen opinions, advertisement and campaign ads, reporting of news out of context. SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state and national levels.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 8: Science, Technology, & Society: Social studies programs should

BELIEFS CONCERNING SOCIETAL CONDITIONS AND GOVERNMENTAL RESPONSIBILITIES

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

153

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

• Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. DOORS TO DIPLOMACY SUMMARY Doors to Diplomacy program, sponsored by the U.S. State Department, encourages students to engage as global researchers concerned with foreign affairs and diplomacy. Students will design a website in teams of four describing an international issue that affects individual values. The topic of the website must fit into one of eight categories which include: Leadership Traits, Peace and Democracy: Social Issues, Business, Trade, and Economics, Science and Technology, Safety and Security, History of Foreign Relations, Health and Environmental Awareness, and Arts and Culture. • This activity allows students to discuss current events, history, economics, and international affairs. • Students will design a website in teams of four describing an international issue that affects individual values as defined by the program. • Students will examine the historical, political, and economic impacts of their chosen topic on international affairs. PROCEDURE Prior to beginning the lesson, the teacher needs to access the Doors to Diplomacy program and review the material. Whether you choose to enter the formal competition or not, the material will assist your students. • http://globalschoolnet.org/gsndoors/ • http://www.state.gov/youthandeducation/

154

Day 1 • • • •

Explain the project to the students and divide them into groups of four. Put the eight major categories on the board. Allow students to suggest additional possible categories. The students will work in their groups to assign roles such as historian, economist, culturalist, and diplomat.

Days 2–5

Beliefs Concerning Societal Conditions and Governmental Responsibilities

• Have students work in the library and computer lab to gain information on their topic. Encourage the groups to work collaboratively, giving feedback and reviewing other projects within the class. • The teacher, you need to observe the students and review daily progress reports from the students. Each member of the group should present you with daily updates.

D.3

Days 6–8

PROGRAMS FOR INTERNATIONAL RELATIONS

• Have students start compiling their gathered information into multiple documents. The information should include music clips, video, photographs, websites, interviews, etc. Encourage the students to think expansively in their artifacts.

Global Community

continued

Days 9–10 • Students should take their gathered resources and begin putting them on a website. Google Sites and WIX are free applications that allow students to build websites and tutorials are provided. • Students should then present their websites to the class and possibly community members via smartboards and projectors. • The presentation is a critical component of the project.

155

Differentiated Instruction

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.3

• These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Sample Student Products • http://www.youtube.com/watch?v=yYa2RkdbbEo • http://cdce.wvu.edu/home/academic_programs/dtd

Collaboration

Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

• Students will work in groups of four.

Time Allotment • Ten class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Internet access • One computer for every four students • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American govern-

156

•

•

•

•

• •

•

• • •

ment through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). SS.12.C.2 Students will explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. SS.12.C.7 Students will evaluate the processes within the United States Constitution a living document with democratic principles that are modified and expanded to meet the changing needs of society. SS.12.C.9 Students will analyze how the Constitution defines federalism and outlines a structure for the United States government. SS.12.C.16 Students will compare and contrast the original and appellate jurisdiction of local, state and national judicial systems to show how America’s court system addresses criminal and civil cases. SS.12.C.20 Students will assess the influence of the media on public opinion and on the decisions of elected officials and the bureaucracy: bias in reporting and editorials, push pull polls and selective reporting of citizen opinions, advertisement and campaign ads, reporting of news out of context SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state and national levels. SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

157

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

158

• SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism). • SS.12.E.1 Students will examine the opportunity costs in ever-present scarcity for individuals, businesses and societies to understand how to make choices when facing unlimited wants with limited resources. • SS.12.E.2 Students will debate an effective allocation of the factors of production that encourages healthy economic growth and sustainability while curbs environmental abuses in the global community. • SS.12.E.3 Students will explain how supply and demand affects prices, profits, and availability of goods and services. • SS.12.E.4 Students will debate the role of government in a free-market economy. • SS.12.E.5 Students will describe how households, businesses, and government interact in a free-market economy. • SS.12.G.1 Students will use Census Data and public records to identify patterns of change and continuity to understand the impact of the following on society: zoning, migration, ethnicity, income, gender differences, age differences, education, voting behavior, family structure • SS.12.G.2 Students will conduct research using demographic data to interpret, debate, and evaluate the geopolitical implications of a variety of global issues: the environment and environment protection, political and cultural boundaries, women's rights, cultural diversity and assimilation, religion, standard of living. • SS.12.G.3 Students will analyze the role of sustainable development in the lives of 21st Century citizens (e.g. renewable energy, recycling, reusing, land use policy, ocean management and energy policy) to balance healthy economic growth with environmental protection.

• SS.12.G.4 Students will analyze the consequences of human and environmental interaction using global information systems. • SS.12.G.6 Students will compare and contrast the factors of development for developed and developing countries, including the causes and implications of the following: population (including migration, immigration, birth rate, and life expectancy), natural resources and environmental protection, income, industry, trade and Gross Domestic Product, climate and geographic conditions, cultural and social factors, political management, legal system and stability, educational opportunities, standard of living.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

159

• Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

Assessment/Rubrics • Students will design a website in teams of four describing an international issues that affects individual values. MODEL UNITED NATIONS SUMMARY The Model UN is an activity in which students assume the roles of delegates from the United Nations. By assuming these roles students will research and become familiar with the work or and practices of the UN. • Students will learn about specific countries that they represent. • Students may participate in forums with other schools. PROCEDURE • Prior to beginning the lesson, the teacher needs to access the Model UN program and review the material. Whether you chose to enter the formal competition or not, the material will assist your students. http://www. unausa.org/modelun.

‑Differentiated Instruction

These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

160

Time Allotment • Variable MATERIALS & RESOURCES

Instructional Materials • Internet access • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.2 Students will explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

161

BELIEFS CONCERNING SOCIETAL CONDITIONS AND GOVERNMENTAL RESPONSIBILITIES

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

162

• SS.12.C.7 Students will evaluate the processes within the United States Constitution a living document with democratic principles that are modified and expanded to meet the changing needs of society. • SS.12.C.9 Students will analyze how the Constitution defines federalism and outlines a structure for the United States government. • SS.12.C.16 Students will compare and contrast the original and appellate jurisdiction of local, state and national judicial systems to show how America’s court system addresses criminal and civil cases. • SS.12.C.20 Students will assess the influence of the media on public opinion and on the decisions of elected officials and the bureaucracy: bias in reporting and editorials, • push pull polls and selective reporting of citizen opinions, advertisement and campaign ads, reporting of news out of context • SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state and national levels. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism). • SS.12.E.5 Students will describe how households, businesses, and government interact in a free-market economy. • SS.12.G.1 Students will use Census Data and public records to identify patterns of change and continuity to understand the impact of the following on society: zoning, migration, ethnicity, income, gender differences, age differences, education, voting behavior, family structure.

• SS.12.G.2 Students will conduct research using demographic data to interpret, debate, and evaluate the geopolitical implications of a variety of global issues: the environment and environment protection, political and cultural boundaries, women's rights, cultural diversity and assimilation, religion, standard of living. • SS.12.G.3 Students will analyze the role of sustainable development in the lives of 21st Century citizens (e.g. renewable energy, recycling, reusing, land use policy, ocean management and energy policy) to balance healthy economic growth with environmental protection. • SS.12.G.3 Students will analyze the role of sustainable development in the lives of 21st Century citizens (e.g. renewable energy, recycling, reusing, land use policy, ocean management and energy policy) to balance healthy economic growth with environmental protection. • SS.12.G.4 Students will analyze the consequences of human and environmental interaction using global information systems. • SS.12.G.6 Students will compare and contrast the factors of development for developed and developing countries, including the causes and implications of the following: population (including migration, immigration, birth rate, and life expectancy), natural resources and environmental protection, income, industry, trade and Gross Domestic Product, climate and geographic conditions, cultural and social factors, political management, legal system and stability, educational opportunities, standard of living.

BELIEFS CONCERNING SOCIETAL CONDITIONS AND GOVERNMENTAL RESPONSIBILITIES

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time.

163

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.3 Global Community PROGRAMS FOR INTERNATIONAL RELATIONS continued

164

• Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity:Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will design a website in teams of four describing an international issues that affects individual values.

D.4 CIVIC VIRTUE COMMUNITY CIVIC VIRTUE SUMMARY

Beliefs Concerning Beliefs Conditions SocietalConcerning Conditions Societal and Governmental and Governmental Responsibilities Responsibilities

In this unit, students will be taking a closer look at the role that civic virtue plays with regard to societal conditions and governmental responsibilities. It is important for the students to keep in mind that the character traits of those with power and influence in various societies and communities have a crucial impact on the direction that those societies will go in the future. Therefore, this unit will help students get a sense of what character traits are most important when considering “civic virtue” through the “Got Character?” lesson plan. They will learn about influential figures that have used their virtuous characteristics for the betterment of society through a fun experience in the “Heroes” lesson plan. Finally, they will have a chance themselves, in the “Meeting a Community Need” lesson plan, to influence their own local community by tackling and raising awareness for a certain need or issue in their respective community. • Students will define the character traits that are essential to civic virtue. • Students will construct a “Got Character?” ad to promote a character trait of their choice. • Students will create a comic strip that depicts a given influential figure from history acting upon their virtuous qualities for the betterment of society. • Students will devise a plan, in groups, to raise awareness for or meet a specific community need or issue.

165

GOT CHARACTER? SUMMARY Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.4 Civic Virtue COMMUNITY CIVIC VIRTUE continued

In this lesson, students will be introduced to the impact that a person’s character traits or virtues can have on society. Furthermore, they will have an opportunity to really determine what characteristics are truly valued in society, and will be promoting the ones that they believe should be valued. The manner in which they will promote these characteristics will be through the creation of a ad campaign, similar to that of the “Got Milk?” commercials and magazine ads that have become so popular in our culture. • Students will research advertising techniques from various ad campaigns to use towards their own ad campaign regarding character. • Students will, using such campaigns as “Got Milk?”, devise a creative campaign that will draw the attention of their fellow students to the importance of Character, and how it effects the choices we make. • Students will gain an understanding of such values as Respect, Responsibility, Honesty, and Self-Discipline, among others, that play an essential role in bettering the conditions of their community. PROCEDURE

Day 1 • Introduction: For a lesson plan that is revolving around the theme of marketing, it is important to introduce the students, first, to what marketing agencies are trying to accomplish with their ads. Provided below are some key goals of an Ad agency, and the results they hope to get from these goals. • Catch viewer’s eye—Promote product • Hold viewer’s attention—Sell product • Convince viewer of the product’s necessity—Sell, sell, sell • After a thorough introduction into these marketing processes, provide examples of the “Got Milk?” ads or others that would be appropriate for the 166

exercise. Showing various examples and techniques can begin the students with the mindset of an ad agency and get their creative juices flowing. • Inform the students that they will be taking part in the creation of Ads, themselves, and state that what they are going to be promoting is something very valuable to society and to the success of many individuals and groups in our communities. After allowing for the students to guess the possible product, inform them that the product is, in fact, Character.

Day 2 • Research: Using computers available in the classroom, or a class session in a school computer lab, allow the students to work on researching various techniques they could use for marketing their given Character trait. During this time, it could be of great benefit if the instructor could assess the student’s use of character while working in these groups (are they showing trustworthiness, respect, responsibility, and fairness).

Days 3–4 • Development: Once the groups have been given a class session to research their Character product and deliberate over how they would like to market it, they should be given a period of possibly 2 class periods to create their ad, allowing for various media to be used in the process. They could create many different products, including the following: • • • •

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.4 Civic Virtue COMMUNITY CIVIC VIRTUE continued

A video commercial A radio commercial A newspaper ad A poster or flyer

Day 5 • Presentation: The groups will then present their final products to the instructor and the rest of the class for evaluation.

167

Differentiated Instruction

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.4 Civic Virtue COMMUNITY CIVIC VIRTUE continued

• These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Five class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • The type of materials needed will vary from group to group as the students may choose a different form of media for their ad campaign. • Materials needed for a proper introduction into the lesson: • Overhead and access to “Got Milk?” commercial examples. • Other various ad examples that the instructor wishes to provide. • Students will also need access to computers with Internet access, for research and retrieval of possible resources.

Resources • The computers necessary for the students’ research and development of their product should be: one or two computers for each group, depending on class size. • Curriculum Toolbox

168

STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

BELIEFS CONCERNING SOCIETAL CONDITIONS AND GOVERNMENTAL RESPONSIBILITIES

D.4 Civic Virtue COMMUNITY CIVIC VIRTUE continued

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity:Social studies programs

169

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.4

should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics

Civic Virtue COMMUNITY CIVIC VIRTUE continued

Students will be assessed at the discretion of the teacher according to their efforts and implementation of the lesson objectives. They will be graded on their efforts in contributing to the overall group work of creating the “Got Character?” ad, and the final product, itself. HEROES SUMMARY What makes someone a hero? Typically, it is either the choices that he or she makes or the virtues which they hold. This lesson will serve as a great tool to show students what it takes for someone to believe in something and then take action to change it for the better, whether it is through philanthropy, altruism, or various other traits. Students will be able to express their views on heroics via a fun experience of creating a comic strip staring a selected hero of their own. • Students will define virtuous characteristics of a hero, through various examples throughout history or from personal experiences. • Students will develop a comic strip, via ToonDoo or Bitstrips, that will depict their selected heroic individual from history doing and saying what it is that makes them known for their civic virtue.

170

• Students will present their completed strips to the instructor and classmates. PROCEDURE

Day 1 • The instructor will have photographs of influential people throug history displayed on a projector screen, or attached to the board or an open wall space. Examples of this could be individuals such as John F. Kennedy, Dr. Martin Luther King, Jr., Mother Teresa, Franklin D. Roosevelt, Mahatma Gandhi, or anybody else that the instructor feels would be a valuable choice. • Once the students are in their seats, the instructor will begin a discussion by asking the students to talk about who and what do they see when they look at these individuals. As the students are discussing these individuals, the instructor should make sure to have students take note of some of the actions and efforts these individuals have taken for various causes. • Once students have selected their influential person, what they have wanted, pose the question, “So, would you call these individuals heros? Why? What makes a hero?" The instructor should then allow for student responses. • While in this discussion, the instructor should make sure the students are covering the various aspects that are essential to civic virtue, and the approach that individuals like these should take, due to their positions of power or influence, to make an effective change on society. Examples could be: • • • •

BELIEFS CONCERNING SOCIETAL CONDITIONS AND GOVERNMENTAL RESPONSIBILITIES

D.4 Civic Virtue COMMUNITY CIVIC VIRTUE continued

Altruism Philanthropy Awareness of majority and minority concern when making decisions Empathy

• After this thorough discussion has taken place, inform the students of the activity that they will be participating in over the next few days. • They will be developing a comic strip, by using an online program such as ToonDoo or Bitstrips, that centers around an influential or “heroic” 171

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.4 Civic Virtue COMMUNITY CIVIC VIRTUE continued

individual that they have chosen, showing that individual in the act of doing or saying what it was that made him or her famous for inspiring and enacting change in society. • The remainder of this class should be dedicated to the students selecting an individual to pursue, and considering what they would want to incorporate into their comic strip.

Day 2 • This class session should take place in a room with enough computer access for the class, a computer lab, or library. After taking the end of the last class session to decide on an individual and consider ideas, this session will be for the development of the comic strip. • The instructor will guide the students to the chosen program, whether it is ToonDoo or Bitstrips, and provide a brief tutorial on the tools that the programs has to offer. • Once this has been completed and there are no further questions, the students may begin to create their comic strips, while conducting further research on their individual if necessary. • The rest of this class session will be used for this process.

Day 3 • If necessary, students that need a little more time to finish their comic strips can do so at the beginning of this class period. • After this is completed, the students will begin to present their creations to their fellow classmates and the instructor, while providing a brief narrative of what is taking place in the comic, and providing basic background knowledge on the individual and their “heroics.”

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn. 172

Time Allotment • Three class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • • • •

Toondo.com. Bitstrips.com. Projector screen for displaying photos of various influential individuals. For Development of the Comic Strip: a computer lab or various other room, with computer access for each student, is required.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.4

Resources

Civic Virtue

• Curriculum Toolbox

COMMUNITY CIVIC VIRTUE

STANDARDS & ASSESSMENT

continued

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. 173

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.4 Civic Virtue COMMUNITY CIVIC VIRTUE continued

• SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be assessed at the discretion of the teacher according to their efforts and implementation of the lesson. They will be evaluated on their contributions to the group discussion on “heroic” characteristics and influential individuals, along with being evaluated on their final comic strip, and being able to provide a brief background and narrative while they are presenting their comic. MEETING A COMMUNITY NEED SUMMARY In this third lesson plan in the Civic Virtue unit, students will be taking what they have learned in the past two plans on what character traits and virtues 174

are seemingly essential to the progress of society, and how influential individuals have used these traits for that purpose, and put them into action. The students will work together, in groups, to find needs or issues that are connected to their local community, and devise a plan of action for addressing these needs or raising awareness for them. The groups will then, present their needs and possible plans of action to their teacher and fellow classmates. • • • •

Students will understand what civic responsibility means. Students will identify and become aware of a local community need. Students will deliberate over ways to meet the need. Students will take action and promote further awareness for the need.

PROCEDURE

Day 1 • The purpose of this lesson is to have students focus on what civic responsibility really is, and what it is about. To start this lesson off, it is important that the instructor allow for a discussion on this topic.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.4 Civic Virtue COMMUNITY CIVIC VIRTUE continued

• Provide quotes of civic responsibility and allow the students to reflect or interpret. • Provide opportunities for students to give their initial opinions on what civic responsibility means. • Once a consensus has been reached on what it really is concerning, allow for a brief brainstorm session on possible problems or issues in their local community that need to be addressed. After the discussion is moving along, distribute the “Taking Action in Our Community” handout (provided at http://www.character.org/uploads/PDFs/NSOC/2007_NSOC_ Winners/SHA_Taking_Action_Lesson.pdf) to the students, and divide them into groups of three or four. Have the groups decide and fill out steps one, two, and three on the handout for the remainder of the class period.

175

Day 2

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.4 Civic Virtue COMMUNITY CIVIC VIRTUE continued

• Students need time to research on computers provided in the classroom, in the library, or in a designated computer lab. This will allow students to gain a little more background and detail on the local need that they have selected. Students need to begin to discuss, analyze and prepared to take action on this project. Teachers need to be able to help students to start filling out step four of the handout.

Day 3 • The groups will then share their local needs or problems with the instructor and class, while giving a description of what their possible plan of action is. (Posters, Awareness webpage, video, etc.)

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Three class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Possible quotes of civic responsibility for introduction discussion. • Handout on “Taking Action in Our Community” (http://www.character.org/uploads/PDFs/NSOC/2007_NSOC_Winners/SHA_Taking_Action_Lesson.pdf).

176

• Computers (in class, library, or computer lab). • Possible other resources for each groups various action plans.

Resources • Computers for research: one or two computers per group • Handout from http://www.character.org/uploads/PDFs/NSOC/2007_ NSOC_Winners/SHA_Taking_Action_Lesson.pdf • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

BELIEFS CONCERNING SOCIETAL CONDITIONS AND GOVERNMENTAL RESPONSIBILITIES

D.4 Civic Virtue COMMUNITY CIVIC VIRTUE continued

177

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.4 Civic Virtue COMMUNITY CIVIC VIRTUE continued

178

• Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be assessed at the discretion of the teacher according to their efforts and implementation of the lesson. They will be evaluated on their overall contribution to their group work on the plan of action for their community need, along with their completion of the handout showing the progress through their decision on what issue or need to focus on up to their possible plan of action.

D.5 SERVICE LEARNING OUR COMMUNITY

Beliefs Concerning Beliefs Conditions SocietalConcerning Conditions Societal and Governmental and Governmental Responsibilities Responsibilities

SUMMARY The following lessons are suggestions of service activities that apply to Unit D: Beliefs Concerning Societal Conditions and Government Responsibilities. Students will plan and complete their service, reflect in class and add to their blog and database created in the Service Learning Unit from Unit A: Rights of the Individual. • Students will plan and complete service activities that relate to Unit D: Beliefs Concerning Societal Conditions and Government Responsibilities. • Students will reflect upon their experiences. • Students will add any needed information to the blog and database created in Unit A: Rights of the Individual. This unit is comprised of two separate programs to be used at the discretion of the teacher: • E-mail the Troops • Hunger and Homelessness In Our Community E-MAIL THE TROOPS SUMMARY Students will correspond with U.S. military personnel overseas using e-mail and the Internet. In addition, there are other suggested service-learning ac179

tivities in the Procedures section that correspond with Unit D: Beliefs Concerning Societal Conditions and Government Responsibilities.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.5 Service Learning OUR COMMUNITY continued

• Students will correspond using e-mail with an individual who is in the U.S. military abroad. • Students will develop a pen pal relationship and get insight into the daily lives of the soldiers and share experiences with them about school. • Students will reflect upon their experiences. • Students will add any needed information to the blog and database created in Unit A: Rights of the Individual. PROCEDURE • This service-learning project is a twist on one that has been done by students for decades: writing to servicemen and women who are overseas. However, instead of writing handwritten notes and cards that might take months to get to a U.S. soldier halfway around the world, the teacher could develop a program through which soldiers can set up special email accounts to correspond with student-penpals. Through e-mail, soldiers and kids can communicate frequently, and genuine friendships may develop. • In addition to simply e-mailing the soldiers here are some examples of service-learning projects with military from SLICE: • Cards and Letters • Supporting America’s Military

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms.We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

180

Time Allotment • Variable MATERIALS & RESOURCES

Instructional Materials • Service Learning Ideas and Curriculum Examples (SLICE) (http://www. servicelearning.org/slice) • Students will need access to the Internet to complete their projects.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.5

Resources • One computer per student • Curriculum Toolbox

Service Learning

STANDARDS & ASSESSMENT

OUR COMMUNITY

Next Generation Content Standards and Objectives for Social Studies in West Virginia

continued

• SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.4 Students will consider factors that subvert liberty which in-

181

clude lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. Beliefs Concerning Societal Conditions and Governmental Responsibilities

D.5 Service Learning OUR COMMUNITY continued

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be assessed, at the discretion of the teacher, on their involvement in the service activity and the reflection on their service hours. HUNGER AND HOMELESSNESS IN OUR COMMUNITY SUMMARY This service learning activity is meant to have students reflect upon their own community and examine how they can help others for the common good. Homelessness and hunger are key issues in many communities and students will develop a way to help this population. • Students will explore and discuss issues of hunger and homelessness in their community.

182

• Students will devise a plan of action in order to help this population. • Students will execute their service project that will benefit the hungry and homeless in their community. • Students will reflect upon their experiences. • Students will add any needed information to the blog and database created in Unit A: Rights of the Individual. PROCEDURE • Students will read about MaKenzie Snyder and how she helped others. Students will brainstorm reasons for homelessness and hunger, discuss needs in our area, identify organizations that could be resources, and choose a way they could help their community with this issue. Please reference the SLICE link: Hunger and Homelessnes in Our Community: (http://www.servicelearning.org/slice/resource/hunger-and-homelessness-our-community)

Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Variable MATERIALS & RESOURCES

Instructional Materials • Service Learning Ideas and Curriculum Examples (SLICE) (http://www. servicelearning.org/slice)

183

• Students will need access to the Internet to complete their projects.

Resources

Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

• One computer per student • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism).

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics Students will be assessed at the discretion of the teacher on the contribution to the class discussion and development of the service project as well as their completion of the service hours and reflection. 184

D.CA Culminating Activity EMERGING DEMOCRACIES

Beliefs Concerning Beliefs Conditions SocietalConcerning Conditions Societal and Governmental and Governmental Responsibilities Responsibilities

SUMMARY The culminating activity will ask the students to generate knowledge of emerging democracies by gathering and combining data, drawing conclusions through identifying patterns, and sharing the data with the public. • Students will demonstrate thorough knowledge of the structure and meaning of a democracy, awareness of non-democratic nations and the process through which nations shift their political structure. • Students will share information to create a spread sheet correlating their knowledge. • Students will share their data either through a class presentation or through a class wiki what is shared with the digital world. D. KNOWLEDGE SUMMARY This lesson is the first part of the culminating unit titled Beliefs Concerning Societal Conditions and Governmental Responsibilities. It will prepare the students to extend knowledge of democracies to understand the emerging democracies around the world. The students will review knowledge of the American democracy and consider how trends of democracy can be applied to different situations.

185

• Knowledge of Democracies: Emerging and Present • Students will build knowledge of emerging democracies in preparation for Action and Dispositions of Democracies. Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

PROCEDURE • At this point in the lesson, the students should be making active choices in their studies. The teacher will review what the students know about the following topics: • • • • • •

The Declaration of Independence The Articles of Confederation The Bill of Rights The Constitution of the United States Federalism Anti-federalism

• Each of these should be defined, dated and explained. The students should answer the question: how does your topic influence the lives of citizens today? They should identify key players in the development of each topic. The teacher and students should decide on the methodology that is most effective for their classroom, but it is recommended that the students be required to gather the data and share it with each other. • Working in groups, the students should research their topic and prepare a fifteen minute presentation on it including the relevance for today. This presentation should take the form of a digital document or presentation such as a “prezi” (See Toolbox for additional presentation possibilities). The length of this lesson will depend upon the class and teacher, but as it is only the preparatory lesson, it should not be too long. • The students should have strong working definitions of the following terms: Democracy, Republic, Constitution, Regime, Totalitarianism, Oligarchy, and Monarchy. • The next knowledge task is to gather a list of emerging democracies. This could be done through newspapers, the Internet or other sources of

186

media. This list will change over time, but the teacher should use guidelines to address what countries are experiencing political upheaval and where narratives of democracy are found. Students should identify specific countries while teachers provide oversight.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

Time Allotment • Five class periods. One hour per class.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

MATERIALS & RESOURCES

Instructional Materials • Wikispaces (http://www.wikispaces.com)

Resources • One computer per student • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American govern-

187

• Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity

•

•

EMERGING DEMOCRACIES continued

•

•

•

•

188

ment through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). SS.12.C.2 Students will explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. SS.12.C.5 Students will examine and analyze the contributing factors of the drafting of the Declaration of Independence and the U.S. Constitution: leaders and philosophers (e.g., John Locke, James Madison, Thomas Jefferson and John Adams), events (e.g., Glorious Revolution, Reformation and Enlightenment), documents (e.g., English Bill of Rights, Petition of Right and Magna Carta), classical periods (e.g., eras of Greece and Rome), principles (e.g., popular sovereignty, federalism, limited government, separation of powers, checks and balances, civil liberties and rule of law). SS.12.C.6 Students will examine the compromises of the Constitutional Convention and how those decisions were characterized in the Federalist and the Anti-Federalist papers. SS.12.C.7 Students will evaluate the processes within the United States Constitution a living document with democratic principles that are modified and expanded to meet the changing needs of society. SS.12.C.8 Students will investigate the system of government created by the Preamble, Seven Articles, and the Bill of Rights and other Amendments of the United States Constitution to evaluate how the framework for American society is provided.

• SS.12.C.9 Students will analyze how the Constitution defines federalism and outlines a structure for the United States government. • SS.12.C.10 Students will analyze the protection of liberties in the Bill of Rights and their expansion through judicial review and gradual incorporation of those rights by the Fourteenth Amendment. • SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. • SS.12.C.14 Students will develop an awareness of the purpose and scope of governmental agencies while exploring the interchange between legislative bodies, interest groups, and the bureaucracy in American government • SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state and national levels. • SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections. • SS.12.C.23 Students will examine how decisions and policies of state and local government impact the lives of citizens such as local issues and problems, structure of local government (e.g., differences in incorporation, providing public services and mayoral styles), zoning and annexation, land use and urban sprawl and ordinances and jurisdiction. • SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. • SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

BELIEFS CONCERNING SOCIETAL CONDITIONS AND GOVERNMENTAL RESPONSIBILITIES

Culminating Activity EMERGING DEMOCRACIES continued

189

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

• Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity. • Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. • Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. D. DISPOSITIONS SUMMARY The academic rigor of this lesson comes from the recognition that the development of dispositions is a central goal of civic education. • Students will reflect on the civic disposition of citizens. • Students will identify emerging democracies. • Students will gather data related to governments and social concerns.

190

• Students will identify and contact social groups. • Students will create plan of action to address social concern. PROCEDURE • In this activity students will reflect on the attitudes towards societal conditions and governmental responsibilities. • Ask students to consider the list of the world’s emerging democracies. • Identify social needs in those locations, being as specific as possible.They need to write these down. • After each one have the students list the governmental responsibilities that they believe intersect with these conditions. • Have the students get on the computer and investigate how the government does interact with societal conditions. • They may find that no governmental agency works on social concerns in emerging democracies. If this is the case, they need find an NGO that works on that concern. • For each condition, identify a person or organization that addresses their societal condition. • Contact this person/organization and ask them to describe why they do what they do, what they do, and how the government engages in the societal concern. Ask the contact how the government deals with the societal responsibility. • Present this material to the class in an oral presentation, focusing on the way the governmental employee feels. • As a class, develop a list of commonalities between the stories focusing on how the professionals feel and the action that comes from their beliefs. • The lesson can stop here, or repeat this investigation in the United States and establish the relationship between government responsibilities and the development of democracies.

Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms.

191

• We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn. Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

Time Allotment • Three class periods. One hour per class. MATERIALS & RESOURCES

Instructional Materials • Circle (http://www.civicyouth.org/) • Civic Reflection (http://civicreflection.org/online_tools/) • The Civic Mirror (http://civicmirror.com/) •

Resources • One computer per student • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.2 Students will explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of 192

•

•

•

• •

•

•

citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. SS.12.C.7 Students will evaluate the processes within the United States Constitution a living document with democratic principles that are modified and expanded to meet the changing needs of society. SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state and national levels. SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections. SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 1: Culture: Social studies programs should include experiences that provide for the study of culture and cultural diversity.

193

Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

• Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 7: Production, Distribution, & Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence.

Assessment/Rubrics • • • •

Articulate a societal concern from their own experiences. Identify a governmental responsibility. Locate a person who professionally interacts on these fronts. Discuss how that person feels both about the societal concern and the government’s responsibility. • Present this information to the class. • Work as a class to determine commonalities between the different stories and discuss the attitudes that these professionals have. • Consider how these issues in emerging democracies also are present in the United States and developed democracies. D. ACTION SUMMARY This is the third strand in the culminating activity that focuses on emerging democracies, social concerns and governmental responsibilities. 194

• Volunteering in local communities is critical but as we are members of a global society, we need to consider ways in which action can be applied to bolster democracies around the globe. • Technology allows us the opportunity to speak out and engage in supporting the spread of democracy. The lesson will change depending on global concerns and the teacher should be encouraged to think broadly about connections and actions that support students as global citizens. • Students will practice action considering societal needs in emerging democracies. • Students will create a wiki describing social concerns in emerging democracies. • Students will consider the connection between social concerns in emerging democracies and established democracies. • Students will develop a action plan addressing a social concern. PROCEDURE

Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

• Teachers should consider the list of emerging democracies developed in “dispositions” and select one of two tracks. • Either select one country or one theme of concern. • Ask the students to develop a plan for engaging in this discussion. • Develop a Wiki (see toolbox) that describes the track you have selected in which all the students contribute. • The students should write the wiki firmly describing their understanding of social concerns in emerging democracies. • They need to develop a plan for action to address the issue.

Differentiated Instruction • These lessons are constructed so that teachers are able to address various learning needs in their classrooms. • We encourage teachers to present material digitally, orally, graphically and textually. By using a variety of presentation styles, it is hoped that all students will learn.

195

Time Allotment • Three class periods. One hour per class. Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

MATERIALS & RESOURCES

Instructional Materials • Wikispaces (http://www.wikispaces.com)

Resources • One computer per student • Curriculum Toolbox STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.C.1 Students will become vigilant, informed citizens who actively participate in the preservation and improvement of American government through community service and service-learning (examples include individual service projects, patriotic events, mock trials, group initiatives, community volunteerism). • SS.12.C.2 Students will explore social contracts, the establishment of rule of law, and evaluate how limited government and rule of law protect individual rights. • SS.12.C.3 Students will demonstrate that the purpose of American government is the protection of personal, political, and economic rights of citizens as evidenced by the Declaration of Independence, the Constitution, Constitutional Amendments, and the ideas of those involved in the establishment of American government. • SS.12.C.4 Students will consider factors that subvert liberty which include lack of education, voter apathy, disenfranchisement, civil inequalities, economic issues, loss of public trust, and misuse of government 196

•

•

• •

•

•

power to collaborate, compromise and reach a consensus that informed citizens can use to defend and perpetuate the American Republic. SS.12.C.7 Students will evaluate the processes within the United States Constitution a living document with democratic principles that are modified and expanded to meet the changing needs of society. SS.12.C.12 Students will determine how conflicts between the rights of citizens and society’s need for order can be resolved while preserving both liberty and safety. SS.12.C.21 Students will investigate the impact that special interest groups have on shaping public policy at local, state and national levels. SS.12.C.22 Students will assess how factors such as campaign finance, participation of the electorate, and demographic factors influence the outcome of elections. SS.12.C.24 Students will explore cooperation, competition, and conflict among nations through interactions such as the United Nations, international treaties, terrorism and other exchanges to evaluate potential solutions to global issues. SS.12.C.25 Students will compare and contrast the values, ideals and principles that are the foundation of a democratic republic and the role citizens play in a constitutional democracy to the theories and practices of non-democratic governments (e.g. socialism found in communism and nationalism found in fascism).

Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 7: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. 197

• Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic. Beliefs Concerning Societal Conditions and Governmental Responsibilities

Culminating Activity EMERGING DEMOCRACIES continued

198

Assessment/Rubrics Excellence is achieved when students have: • Practiced action considering societal needs in emerging democracies. • Created a wiki describing social concerns in emerging democracies. • Considered the connection between social concerns in emerging democracies and established democracies. • Developed an action plan addressing a social concern.

Unit E

Financial Literacy E.1

Council for Economic Education

E.2

The Mint

E.3

National Financial Capability Challenge

E.4

iCivics

E.1 FINANCIAL LITERACY

COUNCIL FOR ECONOMIC EDUCATION FINANCIAL LITERACY FOR COLLEGE PREP SUMMARY These lessons are geared toward junior and senior high schools students who are interested in attending college. Educating our students of the pros and cons of financial aid and scholarships will help them make better, informed decisions. • GAFRI (Great American Financial Resources, Inc.) has partnered with USA TODAY to create Money Matters 101, a series of free lesson plans for educators to use in the classroom. Three articles from this series will be used to discuss financial literacy with regard to college. • Students will evaluate scholarships. • Students will discuss the pros and cons of applying for a scholarship • Students will assess their interest in state merit awards. • Students will prepare for the ACT by answering questions from the ACT organization. • Students will evaluate the financial costs of higher education. • Students will read about and identify the types of college financing. PROCEDURE • Prior to the lesson, the teacher needs to become familiar with the website and decide which articles and materials are appropriate for the class. • Read each article and determine which one you would like to discuss first. • Assign the articles to the students in groups of three or four.

200

• Have the students respond the the discussion questions as a group. • Each article is equipped with discussion topics. • The students could expand the answers into a digital presentation.

Differentiated Instruction • Students not familiar with computers may need extra attention. • Advanced students could work on researching more colleges and aid options. • Students that do not have a computer or Internet at home . . . make sure there is time for them to work at school.

Collaboration • Students will work individually and in groups of three of four.

FINANCIAL LITERACY

E.1 Council for Economic Education

• Two class periods. One hour per class.

FINANCIAL LITERACY FOR COLLEGE PREP

MATERIALS & RESOURCES

continued

Time Allotment

Instructional Materials: • • • •

Article 1: Who Should Apply for College Aid? Article 2: Merit Awards Make College Affordable Article 3: Bill Aims to Topple College Obstacles SallieMae Education Investment Planner

Resources: • • • •

USA Today Articles Computers Curriculum Toobox Great American Financial Resources, Inc (http://www.gafri.com/publicsite/global/index.aspx) 201

• Council for Economic Education (http://www.councilforeconed.org/) STANDARDS & ASSESSMENT

FINANCIAL LITERACY

E.1 Council for Economic Education FINANCIAL LITERACY FOR COLLEGE PREP continued

202

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.E.8 Students will evaluate income, lifestyle, education, and employment decisions to make successful career choices: differentiate between gross and net income (e.g., taxes, insurance and pension plans), explore how benefits packages, unions, and professional organizations impact lifestyle, evaluate the impact of education on lifelong earning potential, examine the expectations and benefits of potential careers.

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 7: Production, Distribution, & Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence.

• Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics It is your professional opinion as to how you would like to grade your students on their responses to the articles. The articles should be used as an enhancement tool to a larger financial unit.

FINANCIAL LITERACY

E.1 Council for Economic Education FINANCIAL LITERACY FOR COLLEGE PREP continued

203

E.2 FINANCIAL LITERACY

THE MINT SUMMARY There are three basic components to personal finance: earning, spending, and saving money. The U.S. Mint has created a website for kids to introduce them to these basic components. Teachers can utilize this website or borrow ideas from the Mint in their own classroom to teach students important components about personal finance. • The purpose of this learning experience is to give students familiarity of managing their personal finances. Topics will include compound interest, credit ratings, and philanthropy among other things. • Students will gather information and play online games to develop understandings and skills related to personal finance. PROCEDURE • Begin the lesson with essential questions like: What are ways in which young people earn money? What is minimum wage? How do young people spend their money? What percentage of your income should you save? Why should money be saved? etc. • After compiling lists for these questions and discussing the basics of personal finance, introduce students to the basics of saving. Some vocabulary you might want to explain includes: interest, savings account, CDs, mutual market account, savings bond, stock, bond, and mutual fund. The U.S. Mint website explains these concepts as well. • Have students research the average annual income for their anticipated career. Using the savings calculator on the U.S Mint website, tell students to construct a savings plan where they can invest a portion of their income.

204

• After discussing saving, the concept of spending can be introduced. Students should know how to open a checking account, deposit money, balance a checkbook, and write a check. Come up with some hypothetical monthly spending routines and have students write practice checks. • Explain the advantages and disadvantages of having a credit card and discuss why students need to monitor their credit ratings and establish credit. The U.S. Mint website briefly discusses these topics. • Have students set up a budget for entering college. Have them research tuition and living expenses at a local college or university. Also include utilities, entertainment, travel, rent, and other expenses in their budget.

Differentiated Instruction • Students not familiar with computers may need extra attention. • Advanced students could work on researching more colleges and aid options. • Students that do not have a computer or Internet at home . . . make sure there is time for them to work at school.

FINANCIAL LITERACY

E.2 The Mint continued

Time Allotment • Two class periods. One hour per class. MATERIALS & RESOURCES • Internet, Computer, Pencil, Paper

• The Mint.org: • http://www.themint.org/kids/earning.html • http://www.usmint.gov/kids/teachers/financialliteracy/ • Firefox, Internet Explorer • Curriculum Toolbox

205

STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia FINANCIAL LITERACY

E.2 The Mint continued

• SS.12.E.1 Students will examine the opportunity costs in ever-present scarcity for individuals, businesses and societies to understand how to make choices when facing unlimited wants with limited resources. • SS.12.E.5 Students will describe how households, businesses, and government interact in a free-market economy. • SS.12.E.6 Students will identify economic influences that impact business climate on the local, regional, and global level. • SS.12.E.8 Students will evaluate income, lifestyle, education, and employment decisions to make successful career choices: differentiate between gross and net income (e.g., taxes, insurance and pension plans), explore how benefits packages, unions, and professional organizations impact lifestyle, evaluate the impact of education on lifelong earning potential, examine the expectations and benefits of potential careers. • SS.12.E.12 Students will assess and develop financial habits that promote economic security, stability, and growth, investments (e.g., stocks, mutual funds, certificates of deposits, and commodity trading) and insurance (e.g., life insurance, health insurance, automobile insurance, home and renters insurance and retirement plans).

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions.

• Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance • Theme 7: Production, Distribution, & Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. • Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. • Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics

FINANCIAL LITERACY

E.2 The Mint continued

It is your professional opinion as to how you would like to grade your students on their responses in the articles.

207

E.3 FINANCIAL LITERACY

NATIONAL FINANCIAL CAPABILITY CHALLENGE SUMMARY This unit investigates financial literacy through the St. Louis National Reserve Program. The program is designed to challenge students to develop a rich understanding of earning, spending, borrowing, and protecting against risk. • Students will understand earning through employment. • Students will analyze paychecks and tax documents. • Students will practice developing personal financial books and seek to keep them balanced in a variety of scenarios. • Students will develop an understanding of building financial resources through saving. • Students will investigate and understand the risks and rewards of borrowing money. PROCEDURE • Download the National Financial Capability Challenge Financial Literacy Toolkit (http://www.docstoc.com/docs/135425210/US-TREASURYFINANCIAL-LITERACY-TOOL-KIT). There are a total of thirty lessons developed by the Federal Reserve. • • • • •

208

Six focus on earning. Five focus on spending. Seven focus on saving. Five focus on borrowing. Seven focus on protection against risk.

• Choose to either complete all thirty lessons or the ones that meet the needs of your classroom. • The lessons make use of another website called Gen_i_revolution.org which was developed the the Council for Economic Education. We strongly encourage the teachers to incorporate this game into the lessons that they chose to do with students.

FINANCIAL LITERACY

Differentiated Instruction • Students not familiar with computers may need extra attention • Students that do not have a computer or Internet at home . . . make sure there is time for them to work at school

Time Allotment • Up to thirty lessons at the discretion of the teacher MATERIALS & RESOURCES

Instructional Materials • A class subscription to the free National Financial Capability Challenge website • Computers to occasional in-class computer work • Curriculum Toobox • National Financial Capability Challenge (http://challenge.treas.gov/

educator_toolkit/topics.htm) STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.E.1 Students will examine the opportunity costs in ever-present scarcity for individuals, businesses and societies to understand how to make choices when facing unlimited wants with limited resources.

E.3 National Financial Capability Challenge continued

FINANCIAL LITERACY

E.3 National Financial Capability Challenge continued

210

• SS.12.E.5 Students will describe how households, businesses, and government interact in a free-market economy. • SS.12.E.8 Students will evaluate income, lifestyle, education, and employment decisions to make successful career choices: differentiate between gross and net income (e.g., taxes, insurance and pension plans), explore how benefits packages, unions, and professional organizations impact lifestyle, evaluate the impact of education on lifelong earning potential, examine the expectations and benefits of potential careers. • SS.12.E.9 Students will simulate managing the income and expenses of a household: determine what makes up the cost of living and how it varies in different locations, savings for emergency situations and long-term goals, utilizing traditional and online banking services as well as examining fees, services, and hidden costs of checking, savings, debit cards, Certificates of Deposit, etc., construct, analyze and monitor personal budgets, examine the causes of bankruptcy and how to avoid them, complete Federal and State income tax forms and examine other state and local taxes. • SS.12.E.10 Students will examine the advantages and disadvantages of different types of consumer debt to make sound financial decisions (e.g., home loans, credit card debt, automobile loans, pay-day loans and rentto-own). • SS.12.E.11 Students will develop the knowledge and practices of a savvy consumer who knows consumer rights and responsibilities, can identify and avoid fraudulent practices, and guard against identify theft. • SS.12.E.12 Students will assess and develop financial habits that promote economic security, stability, and growth, investments (e.g., stocks, mutual funds, certificates of deposits, and commodity trading) and insurance (e.g., life insurance, health insurance, automobile insurance, home and renters insurance and retirement plans).

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment • Theme 4: Individual Development and Identity: Social studies programs should include experiences that provide for the study of individual development and identity. • Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. • Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. • Theme 7: Production, Distribution, & Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services.

Assessment/Rubrics Students will be assessed in the following categories at the discretion of their teacher: • Understanding earning through employment. • Analyzing paychecks and tax documents. • Practicing developing personal financial books and seek to keep them balanced in a variety of scenarios. • Developing an understanding of building financial resources through saving. • Investigating and understanding the risks and rewards of borrowing money.

FINANCIAL LITERACY

E.3 National Financial Capability Challenge continued

E.4 FINANCIAL LITERACY

iCIVICS SUMMARY The People’s Pie is a game that is a part of iCivics.org. The game has students set corporate, payroll, and income tax levels and determine the necessity of government programs over a three year simulated span. Students will be introduced to deficit spending, borrowing, loan payments, pork projects, and social security policy through this game. • The purpose of this lesson is to familiarize students with sources of income and the types of spending associated with creating the federal budget. Students must learn to make compromises, maintain a watchful eye on “pork”, and keep constituents happy in order to succeed in this game. • This unit covers taxation, deficit spending, and the federal budget. • This activity should build upon discussions of tax structure, independent agencies, and setting a federal budget. PROCEDURE • Prior to taking students to the computer lab, have them come up with a list of sources of income and expenditures for the federal government. Discuss the necessity of such expenditures and income. • Have students go to iCivics.org and play a practice round of The People’s Pie. During each year, have them track at what levels they kept tax rates and how they set the retirement age. • At the end of the practice round, have students discuss what cuts they made to the budget, what government programs cost the most, and what effect borrowing had. • Taking the original list of income and expenditures, have students add new sources of income and expenditures for the federal government. • Have students play the game again to see who can achieve the top score.

212

Differentiated Instruction • Students not familiar with computers may need extra attention. • Students that do not have a computer or Internet at home . . . make sure there is time for them to work at school.

Time Allotment • One class period. One hour per class. MATERIALS & RESOURCES

Resources

FINANCIAL LITERACY

E.4 iCivics continued

• • • •

iCivics.org (http://icivics.org) Computer (1 per student), Internet, Paper, Pencil Curriculum Toobox Firefox, Internet Explorer

STANDARDS & ASSESSMENT

Next Generation Content Standards and Objectives for Social Studies in West Virginia • SS.12.E.5 Students will describe how households, businesses, and government interact in a free-market economy. • SS.12.E.9 Students will simulate managing the income and expenses of a household: determine what makes up the cost of living and how it varies in different locations, savings for emergency situations and long-term goals, utilizing traditional and online banking services as well as examining fees, services, and hidden costs of checking, savings, debit cards, Certificates of Deposit, etc., construct, analyze and monitor personal budgets, examine the causes of bankruptcy and how to avoid them, complete Federal and State income tax forms and examine other state and local taxes.

213

National Council for the Social Studies National Curriculum Standards for Social Studies: A Framework for Teaching, Learning, and Assessment

FINANCIAL LITERACY

E.4 iCivics continued

Theme 2: Time, Continuity, and Change: Social studies programs should include experiences that provide for the study of the ways human beings view themselves in and over time. Theme 3: People, Places, and Environments: Social studies programs should include experiences that provide for the study of people, places, and environments. Theme 5: Individuals, Groups, & Institutions: Social studies programs should include experiences that provide for the study of interactions among individuals, groups, and institutions. Theme 6: Power, Authority, & Governance: Social studies programs should include experiences that provide for the study of how people create and change structures of power, authority, and governance. Theme 7: Production, Distribution, & Consumption: Social studies programs should include experiences that provide for the study of how people organize for the production, distribution, and consumption of goods and services. Theme 8: Science, Technology, & Society: Social studies programs should include experiences that provide for the study of relationships among science, technology, and society. Theme 9: Global Connections: Social studies programs should include experiences that provide for the study of global connections and interdependence. Theme 10: Civic Ideals and Practices: Social studies programs should include experiences that provide for the study of the ideals, principles, and practices of citizenship in a democratic republic.

Assessment/Rubrics It is your professional opinion as to how you would like to grade.

Curriculum Toolbox Digital Tools Civics Tools Knowledge Tools Financial Literacy Tools Geography Tools

215

Toolbox

Digital Tools Note to Teachers: Below you will find a multitude of sites to visit and explore. We have provided a variety of options, giving you the opportunity to become confident in their use and to tailor each site to your learning objectives.

• Blogger (http://www.blogger.com): This website can be used to construct a forum that enables students to post reflections, provide opinions and discuss in an online environment through commenting and posting. • CourseSites (https://www.coursesites.com/webapps/Bb-sites-coursecreation-BBLEARN/pages/index.htm): Blackboard Inc. has launched a free cloud-based tool called CourseSites, which will allow K-12 and higher education instructors a platform to host their own custom online courses or add an online component to a traditional course.The system is based on the company’s newest version of Blackboard Learn, an online teaching and learning platform, and is designed for instructors who may not have access to a learning management system. Those who register and create a profile may create up to five websites through the platform, and will also be afforded use of features like instant messaging, voice conferencing, assessment, self-assessment, and content authoring tools provided by Blackboard’s partners. • Glogster (http://edu.glogster.com/): Glogster Edu is the leading global education platform for the creative expression of knowledge and skills in the classroom and beyond. We empower educators and students with the technology to create GLOGS—online multimedia posters—with text, 216

photos, videos, graphics, sounds, drawings, data attachments and more. Here is a link to a “glog” teaching you how to use the program (http:// momtom.edu.glogster.com/all-about-glogster/). • Google Goggles (http://www.google.com/mobile/goggles/#text): A downloadable Google application. Take a picture with your phone and the app will tell you detailed information about the picture. • Let’s Go Vote (http://letsgovote.com/): Similar to Poll Everywhere, Let’s Go Vote uses text messaging and allows twenty votes per poll. • Podcasting (http://www.podcasting-tools.com/) A series of media files uploaded for individuals to listen. Visit to learn more about podcasting.

TOOLBOX

Digital Tools continued

• Poll Everywhere (http://www.polleverywhere.com/): Finally, a way to put those pesky cell phones to use! This tool can be used in your classroom to receive instant audience feedback. Whether you want to pose a question at the end of class or get student opinion on a topic, Poll Everywhere provides the means to do this. On the website you can construct your survey question and it gives the students the number to text to give their response. This service is free for audiences/classes up to 30. • Prezi (http://prezi.com/): Prezi is an online zooming presentation tool that can breathe new life into any presentation. A less linear version of PowerPoint, Prezi is created and accessed online so you don’t need software to begin creating them. The website provides a variety of tutorials and examples of excellent Prezi presentations, including transferring a presentation from PowerPoint to a Prezi. • Schoology (https://www.schoology.com/home.php): A free Facebooklike application for schools and teachers. • Skype (http://www.skype.com/intl/en-us/home): A video calling tool, Skype has the ability to connect your classroom with anyone across the country or around the world. Using video and sound capabilities of your computer, you can connect with individuals using the program so stu217

Toolbox

Digital Tools continued

dents can see and hear the individual and vice versa. Perhaps contacting a professor at a University who is an expert in the subject being taught, or video conference with someone living in a different part of the country to gain their perspective on an event. The possibilities are endless! • Toon Doo (http://www.toondoo.com/): This website provides students with the artistic ability they didn’t think they had! Toon Doo provides students with the ability to create cartoons digitally, perfect for a political cartoon assignment. • WebQuest (http://webquest.org/): A site created by Bernie Dodge of San Diego State University. Dr. Dodge created the original model of WebQuests in 1995. His site has an abundance of shared WebQuests and the steps to create your own. • BestWebQuest (http://webquest.org/): A site created by Tom March who worked with Bernie Dodge in the initial years of WebQuests. Tom’s site also includes a wealth of pre-made WebQuests to look at and use. • Zunal (http://www.zunal.com/index.php): Zunal WebQuest Maker is a web-based software for creating WebQuests in a short time without writing any HTML code and its FREE! • Wikispaces (http://www.wikispaces.com/): Is one of many options for teachers to utilize wikis in the classroom. A wiki is a collaborative web site set up to allow anyone the capability to edit and add content.

218

Civics Tools

TOOLBOX

Not all of these sites and resources are included in the curriculum. We encourage you to explore these sites and use them in the classroom at your discretion. • Campus Compact (http://www.compact.org/category/program-models/) is an organization that made of up 1,100 college and university presidents committed to civic education. The website provides a vast array of information, but specifically the link above brings you to a portion of the site that provides civic engagement/service learning models. There are a variety of categories ranging from “Bridging the Digital Divide,” to “Service by Issue.” It is an excellent resource to get your creative juices flowing and giving you specific examples of programs that were successful it is a best practices database for service oriented civic engagement. • CIRCLE (http://www.civicyouth.org/) is the Center for Information & Research on Civic Learning and Engagement (CIRCLE). This website provides educators with research affirming the power of civic engagement and service learning, as well as “Tools for Practice” which includes “Youth Civic Engagement Tools,” “Civic Education Resources.” While providing research is their main objective, you can find resources and best practice examples of how service and civic engagement can improve your school, classroom and lives of your students. • The Civic Mirror (http://civicmirror.com/) is an online and face-to-face education program that turns classrooms into countries and students into citizens. The online program manages the game scenario, and it sets up high stakes, face-to-face classroom events that reflect our political and economic systems. So while students study course curriculum in the usu219

al ways, they are also given their own government, economy, legal system, and environment to use and put into action what they’re studying.

Toolbox

Civics Tools continued

• Civic Reflection (http://civicreflection.org/online_tools/) This website provides teachers with a vast array of resources to help them integrate class discussions about civic issues in literature. The website provides a “How To”guide that includes sample resources, as well as a resource library where you can find a variety of readings that help students develop critical thinking skills while evaluating their involvement in society as an individual. • Civic Responsibility: Meeting a Community Need (http://www.character.org/lessonplansacredheartsacademy) has students focus on what civic responsibility is about and come up with an action which expresses civic responsibility (obtained from The Character Education Partnership website). • Civilization IV (http://www.2kgames.com/civ4/home.htm) Sid Meier’s Civilization IV is the ultimate strategy game, offering players the chance to lead their chosen nation from the dawn of man through the space age and become the greatest ruler the world has ever known. Rule throughout time and create your legacy in this landmark game. • Democracy 2 (http://www.positech.co.uk/democracy2/) is the ultimate political strategy/simulation game. The game simulates the motivations, loyalties and desires of everyone in the country. As president or prime minister, it’s your job to balance the need for income from taxes against the demands of the voters. Do you want your country to be an eco-friendly green paradise or a capitalist utopia? Will you pander to the patriots, the liberals or the religious pressure groups? Can you keep crime under control without destroying the civil liberties of your citizens? And can you keep good diplomatic relations with other nation states? • The Digiteen Project (http://www.digiteen.org) is a global hands-on project for middle and early high school students, (typically grades six to nine, eleven to fifteen year-olds) which was founded by Julie Lindsay

220

(now in Beijing, China) and Vicki Davis (Camilla, GA USA) in 2008. This project studies digital citizenship with students researching current topics, writing a collaborative report on a wiki, and performing and documenting offline action educational projects to promote effective digital citizenship at their local schools. The purpose of the project is to educate on and promote effective Digital Citizenship and responsible online choices as well as immersing students into an educational community for learning and collaborating. • Doors to Diplomacy (http://www.globalschoolnet.org/gsndoors/) is an educational challenge sponsored by the Department of Education that encourages students to examine international affairs. The competition is open to international and American students and culminates in the creation of a web project that teaches others about diplomacy. There are scholarship rewards and cash prizes for educators and students involved. Examples of previous winners and guidelines can be found on the website.

TOOLBOX

Civics Tools continued

• Email the Troops (http://www.ehow.com/list_6760995_service-learningprojects-Internet.html) is another online service learning project with just a twist on one that has been done by students for decades: writing to servicemen and women who are overseas. However, instead of writing handwritten notes and cards that might take months to get to a U.S. soldier halfway around the world, arrange a program through which soldiers can set up special email accounts to correspond with student-penpals. Through e-mail, soldiers and kids can communicate frequently, and genuine friendships may develop. • Facing History and Ourselves (FHAO)(http://www.facinghistory.org/) is an organization that is focused on helping educators and students link the past to moral choices that we as global citizens make today. The website has a variety of resources for educators that examine global issues of genocide, discrimination, human rights as well as issues of segregation, religious freedom, democracy and civil rights in the United States. Through innovative videos, readings, poems and a variety of resources, FHAO provides educators with a variety of resources to approach issues in their classrooms. Begin at the “Educator Resources” section for inspi221

ration. The organization also offers online professional development and face-to-face conferences.

Toolbox

Civics Tools continued

• Got Character? (http://www.character.org/lessonplan-boystownhighschool) uses the Got Milk? ad campaign as an example. Students are to devise a creative and fun campaign that will capture the minds of their peers through design of an ad promoting character in their school ... by altering the Got Milk? slogan to Got Character? (obtained from The Character Education Partnership website). • Heroes (http://www.character.org/lessonplan-boystownhighschool) allows students to look at various influential individuals throughout history, and select one who displays great civic virtue in their actions, and create a comic strip, through ToonDoo or Bitstrips, displaying their given influential individual. • Human Rights Resource Center (http://www1.umn.edu/humanrts/ edumat/activities.shtm) through the University of Minnesota’s Human Rights Resource Center (HRRC) provides educators with the various activities found in the HRRC publications. The resource can be helpful if you are trying to figure out how to integrate the discussion of global human rights into your course. • iCivics (http://www.icivics.org/) is a web-based education project designed to teach students civics and inspire them to be active participants in our democracy. iCivics is the vision of Justice Sandra Day O’Connor, who is concerned that students are not getting the information and tools they need for civic participation, and that civics teachers need better materials and support. There are several civics games on iCivics including: • Do I Have a Right? allows student to run their your own firm of lawyers who specialize in constitutional law. • Supreme Decisions - Ever wondered how the Supreme Court really works? In Supreme Decision, you help cast the deciding vote. • Executive Command­—Ever wanted to be President for a day? In Executive Command, you can be President for four years!

222

• Argument Wars—Ever tried to win a disagreement? In Argument Wars, you will try out your persuasive abilities by arguing a real Supreme Court case. • Immigration Nation—Do you know how people become citizens of the United States? In Immigration Nation, you’ll find out as you guide newcomers along their path to citizenship. Good luck! • Internet Health Guide (http://www.ehow.com/list_6760995_servicelearning-projects-Internet.html). Health is a major concern for many, children and adults alike. One great way to address this through a service learning project is to start a community health campaign via the Internet. Students can try to tackle health issues by starting a blog page, on which they may post health tips they discover through Internet research; upcoming races and walks in the community; and links to important articles dealing with health, nutrition and exercise. Students can also post videos demonstrating how kids can prepare healthy snacks for themselves at home and ways they can encourage their families to get active.

TOOLBOX

Civics Tools continued

• Life Doesn’t Frighten  Me (http://www.character.org/lessonplanzanenorthelementary): In this lesson, kindergarten students will be paired with high school art students. Each class will read the book Life Doesn’t Frighten Me. The students will discuss their own fears and how they can overcome those fears (obtained from The Character Education Partnership website). • Model United Nations (http://www.unausa.org/modelun101) is a program that is used in middle school, high school and college levels where students take part in a United Nations simulation of a General Assembly. After much research and preparation, students take on the role of UN ambassadors and debate issues that are currently being debated in the organization. Students give speeches, negotiate, draft resolutions and discuss in an effort to facilitate international cooperation playing the role of a delegate. The Model UN website provides more details of what the program is, how to start a Model UN team, instructions on how to locate a Model UN conference, how to prepare your students and how to register for these events. 223

Toolbox

Civics Tools continued

• Online Safety Alert (http://www.ehow.com/list_6760995_service-learningprojects-Internet.html). Perhaps one of the most important and timely service learning projects students can participate in right now is one to promote Internet safety, as outlined by the Pennsylvania Service-Learning Alliance. Students can develop and carry out their very own community campaign about Internet safety by using the Internet to do research on the subject, create a list of rules for Internet safety, and post this rule list on a school and/or community web site. Then, through the school, arrange to send an e-blast to students and/or parents, urging them to read the online safety rules together and to discuss them as a family. • Project Citizen (http://www.civiced.org/index.php?page=introduction) is a program sponsored and created by the Center for Civic Education. It is focused on helping students to become familiar with participation in their local and state governments and influence public policy. Students begin by identifying a public policy issue in their community as a group. They then research the problem, identify possible solutions and develop an action plan to present to their local community members in portfolio form in hopes that it will be adopted by the local government. The website provides examples of Project Citizen presentations and West Virginia is currently developing a statewide program that will provide educators with the materials and guidance to take part in this program. • Quest Atlantis (QA) (http://atlantisremixed.org/): Quest Atlantis (QA) is an international learning and teaching project that uses a 3D multiuser environment to immerse children, ages nine to sixteen, in educational tasks. QA combines strategies used in the commercial gaming environment with lessons from educational research on learning and motivation. Participation in this game is designed to enhance the lives of children while helping them grow into knowledgeable, responsible, and empathetic adults. • Real Lives (http://www.educationalsimulations.com/index.php) is a unique, interactive life simulation game that enables you to live one of billions of lives in any country in the world. Through statistically accurate events, Real Lives brings to life different cultures, human geography, po-

224

litical systems, economic opportunities, personal decisions, health issues, family issues, schooling, jobs, religions, geography, war, peace, and more! • Service Learning Ideas and Curriculum Examples (SLICE) (http://www. servicelearning.org/slice) is a database sponsored by the National Service Learning Clearinghouse that provides teachers with the ability to search and discover resources and specific lessons to implement service learning in the classroom/school. By clicking on the age group, you are brought to a listing of lessons. • Vote Smart (http://www.votesmart.org/index.htm) is a site comprised mostly of volunteers who provide individuals with backgrounds and records of thousands of political candidates and elected officials. Students can be asked to explore the political views and platforms of differing candidates. A written assignment might be a formal position paper that discusses the views highlighted on candidate web pages or sites maintained by political parties and explain why you agree/disagree with that candidate.

TOOLBOX

Civics Tools continued

• We the People (http://www.civiced.org/index.php?page=wtp_introduction) is a program and culminating activity created and sponsored by the Center for Civic Education. The program consists of an in depth study of the constitution and democracy in the United States relating it to present day and the culminating activity is a Congressional hearing and a statewide competition. The information specific to West Virginia can be found at: We the People—West Virginia and includes correlation to grade level content standards and contact information for the coordinator for the state. • The Wonder of the Internet (http://www.servicelearning.org/slice/resource/wonder-internet). Students and teachers work collaboratively with one another in helping the mature adult participants to work step by step to discover how to learn The Wonder of the Internet. The students are well versed on the way a computer works, the History of the Internet and Internet protocol so that they can answer questions that

225

Toolbox

Civics Tools continued

226

adult participants might have. The students participate in the servicelearning project after school, one day a week, for 6 weeks on a one to one basis with mature adults helping them to learn The Wonder of the Internet. The service provided helps foster a better understanding of the youth in the community and how they have learned tolerance of different age groups while performing in a teaching role under the supervision of credentialed teachers.

KNOWLEDGE TOOLS TOOLBOX These are resources that may be useful to teachers and directly address the documents and people listed in the West Virginia Content Standards. They may be helpful if students need additional resources to complete other lessons or if the teacher wishes to expose students to primary sources on any or all of these topics.

American Documents

• The Anti-Federalist Papers 1 (http://teachingamericanhistory.org/library/ index.asp?subcategory=73). The Anti-Federalist Papers were arguments against the Federalist form of government. • Articles  of Confederation  1 ( h t t p : / / m e m o r y. l o c . g o v / c g i - b i n / ampage?collId=llsl&fileName=001/llsl001.db&recNum=127). This website from the Library of Congress provides the text to the Articles of Confederation and related materials. • Articles of Confederation 2 (http://www.loc.gov/rr/program/bib/ourdocs/articles.html). Another site with materials related to the Articles of Confederation. • Bill of Rights (http://www.archives.gov/exhibits/charters/bill_of_rights. html). This website provides further information on the Bill of Rights. • Con s t i tut i on a l  D em o c r a c y   ( h t t p : / / w w w. c iv i ce d . or g / i n dex . php?page=constdem). A lesson from the Center for Civic Education on Constitutional Democracy.

227

• Declaration of Independence (http://www.ushistory.org/DECLARATION/). The text of the Declaration of Independence with accompanying resources.

TOOLBOX

Knowledge Tools continued

• The Federalist Papers (http://thomas.loc.gov/home/histdox/fedpapers. html). This is an index of the papers with subheadings for each article. It provides information about each of the chapters and the text. • The Great Compromise 1 (http://www.senate.gov/artandhistory/history/ minute/A_Great_Compromise.htm). Documents that address the Great Compromise. • The Great Compromise 2 (http://www.america.gov/st/usg-english/2008/January/20071116194724xjsnommis0.5400049.html). Documents that address the Great Compromise. • The Great Debate of the Civil War (http://www.c-spanvideo.org/program/101481-1). A two-hour long video debating the morality of the Union and the Confederacy. Presented by C-Span. • The U.S. Constitution (http://www.senate.gov/civics/constitution_item/ constitution.htm). This site allows the teacher to access the text of the US Constitution. It includes the Preamble, Seven Articles, and The Bill of Rights. • The U.S. Supreme Court (http://www.supremecourt.gov/). The website for the U.S. Supreme Court. • The Valley of the Shadow (http://valley.lib.virginia.edu/VoS/choosepart. html). The Valley Project details life in two American communities, one Northern and one Southern, from the time of John Brown’s raid through the era of Reconstruction.

228

Leaders and Philosophers

• John Adams (http://www.bl.uk/treasures/magnacarta/index.html) • Student Guide for the John Adams Film (http://millercenter.org/president/adams) • Teachers Guide for the John Adams Film (http://i.cdn.hbo.com/assets/ pdf/series/john-adams/teachers-guide.pdf) • Benjamin Franklin (http://www.pbs.org/benfranklin/index.html)

TOOLBOX

Knowledge Tools continued

• Thomas Jefferson 1 (http://www.monticello.org/site/jefferson/brief-biography-thomas-jefferson) • Thomas Jefferson 2 (http://www.whitehouse.gov/about/presidents/ thomasjefferson) • John Locke (http://plato.stanford.edu/entries/locke/) • James Madison (http://millercenter.org/president/madison) • George Washington sources)

(http://www.mountvernon.org/educational-re-

Events • The  Enlightenment  (http://score.rims.k12.ca.us/score_lessons/growth_ of_democratic/html/teacher_notes.htm) • The Glorious Revolution (http://www.victorianweb.org/history/Glorious_Revolution.html)

229

• The Protestant Reformation (http://www.metmuseum.org/toah/hd/ refo/hd_refo.htm)

English Documents Toolbox

Knowledge Tools continued

• English Act of Succession (http://www.luminarium.org/encyclopedia/ firstsuccession.htm) • English Bill of Rights 1 (http://www.constitution.org/bor/eng_bor.htm) • English Bill of Rights 2 (http://www.bessel.org/billrts.htm) • Magna Carta (http://www.bl.uk/treasures/magnacarta/index.html)

The Classical Period • Ancient Greece (http://www.ancientgreece.com/s/Main_Page/) • The History of Rome (http://elibrary.sd71.bc.ca/subject_resources/socials/ancient_rome.htm) • Roman Resources (http://ancientrome.ru/art/artworken/result. htm?st=Rome&ds=-800&de=500)

Concepts • U. S. Political Parties • Democratic Party (http://www.democrats.org/) • The Green Party (http://www.gp.org/index.php) • Libertarian Party (http://www.lp.org/) • Mountain Party (http://www.mtparty.org/) • Republican Party (http://www.gop.com/index.php) • The Tea Party (http://www.teapartypatriots.org/) • • • •

230

African Union (http://www.au.int/en/) Environmental Concerns (http://www.epa.gov/) European Union 1 (http://europa.eu/index_en.htm) European Union 2 (https://www.cia.gov/library/publications/theworld-factbook/geos/ee.html)

• International Treaties (http://treaties.un.org/Home.aspx) • NAFTA (http://www.ustr.gov/trade-agreements/free-trade-agreements/ north-american-free-trade-agreement-nafta) • NATO (http://www.nato.int/cps/en/natolive/index.htm) • OPEC (http://www.opec.org/opec_web/en/index.htm) • Terrorist State 1 (http://www.state.gov/s/ct/c14151.htm) • Terrorist State 2 (http://www.state.gov/s/ct/rls/crt/) • United Nations (http://www.un.org/en/)

TOOLBOX

Knowledge Tools continued

231

Toolbox

FINANCIAL LITERACY TOOLS • The Council for Economic Education (http://www.councilforeconed.org/). • Florida Council on Economic Education (http://www.fcee.org/classroom-resources/). A state sponsored website providing wiki’s and lesson plans to teachers for teach economic education. • Great American Financial Resources, Inc. (GAFRI) (http://usatodayeducate.com/wordpress/index.php/money-matters-101/). GAFRI has partnered with USA TODAY to create Money Matters 101, a series of free lesson plans for educators to use in the classroom. Three articles from this series will be used to discuss financial literacy with regard to college. • Hands on Banking (http://www.handsonbanking.org/en/instructionalresources.html). Sponsored by Wells Fargo, this website provides free downloadable instructional resources that could be a good jumping off point for teachers. • iCivics (http://www.icivics.org/). A gaming website that has a section on budgeting. • Jump Start (http://www.jumpstart.org/best-practices.html). Provides best practices in selecting and using financial literacy materials. • Gen i Revolution (http://www.genirevolution.org/). A personal finance game designed for middle to high school students. With 15 missions, stu-

232

dents can work together and compete with each other to solve common financial literacy problems. • The Mint (http://www.themint.org/kids/earning.html). A gaming resource that allows students to balance earning, saving, spending and charitable giving. • Rich  Kid, Smart  Kid (http://www.richkidsmartkid.com/grownUps. html). A slightly elementary site which nevertheless provides lessons for the upper grades, as well discussing debt, investment, decisions and similar concepts. • The U.S. Mint (http://www.usmint.gov/kids/teachers/financialliteracy/). Financial Literacy through the U.S. Mint. Lots of resources for various age groups, and additional links.

TOOLBOX

Financial Literacy Tools continued

233

Toolbox

GEOGRAPHY TOOLS • Oregon  Trail(http://www.oregontrail.com/hmh/site/oregontrail/home). (The Learning Company) This classic game was created originally in the 1970s as a way to teach history by placing students in the front seat of a wagon heading West. Oregon Trail continued to be used in schools into the 1990s and can still be useful and exciting today. There recently has been a revival of the game using the Internet, and students can play using their Facebook account or by accessing the original game through the Virtual Apple IIe Emulator. Faced with decisions along the journey, students can hone their critical thinking skills while learning the consequences of their actions while attempting to trek across the United States to Oregon in the mid-1800s. • National Geographic Society (http://www.nationalgeographic.com/). The educational sections of the National Geographic Society’s website includes information on ecology, watersheds, unions and alliances, and the Lost Boys of the Sudan. By exploring this site, students will consider the relationship between science, geography and their civic engagement in the global world. • UN Cyber School Bus (http://cyberschoolbus.un.org/). The UN Cyber School Bus allows teachers to conduct refugee simulators, disaster simulation and world hunger projects. By exploring these simulations, teachers may explore regional issues and construct lessons related to geography. • The US Census (http://www.census.gov/schools/for_teachers/). The US Census Bureau provides resources to teachers that allow them to explore

234

domestic geographic issues, particularly related to human geography. • Where in the World is Carmen San Diego? (http://www.carmensandiego. com/hmh/site/carmen/). (The Learning Company) Another classic game that was originally launched in the 1980s as a geography computer game to be used in classrooms. Since the original release was a video game, there were also television shows, board games and books all chronicling the adventures of Carmen San Diego. Students can gain access to play Carmen San Diego through Facebook or they can play the original game using the online arcade, Apple IIe.

TOOLBOX

Geography Tools continued

235