Students will recognize they can make a difference toward the betterment of a civil society.
One to Two Forty-Five Minute Class Periods
The learner will:
Anticipatory Set:
Have students listen to Martin Luther King, Jr.'s speech “I Have A Dream.” Have them record a brief journal entry reflecting upon his message.
- Write the word philanthropy on the board. Review with the students the definition you have determined for your class. (Example: individuals and organizations providing their time, talent, and/or treasures intended for the common good .) Generate a class discussion regarding the responsibilities of each citizen regardless of age. Have students refer to their vocabulary words from lesson one and review their definitions. (civic virtue, civil society, enlightened self-interest, egoism, and altruism )
- Review John F. Kennedy's quote: “ Ask not what your country can do for you. Ask what you can do for your country.” Ask them to do a brief journal writing of what his intended message was. Discuss.
- Ask students what they believe a more civil society in their school, community or country would look like. Have them come up with one small, concrete plan of action that they themselves could do to make it become a reality. Have students paste their dreams into the cover of their journals (or collect them and keep them in a folder to be reviewed at a later date).
- Working in small groups, instruct students to create a listing of personal behaviors that would ensure the success of a civil society. Return to a whole group and have students generate a common class list from the ideas they generated. Distribute A Common Cause ( Attachment One ) and have students record their class list to be used in their plan. Have each group complete the form by developing a plan on how to create a civil society within the school. Allow groups to report and choose the activities they are willing to do for the betterment of the school. (Ideas might include: hanging posters in all of the hallways regarding civic virtue, or rewarding positive behavior of others by giving them a ribbon to wear showing they have modeled civic virtue.) Collect and save the results to be reviewed at a later date.
- Distribute Making A Difference ( Attachment Two ) and have students complete the graph with regard to their school-wide plan. Distribute a copy of Core Democratic Values ( Attachment Three ). Discuss the information and make sure students understand what the terms mean. Have students complete the bottom of Attachment Two by aligning their actions to the Core Democratic Values.
- Have students review each of their attachments to this lesson periodically (Common Cause and Making A Difference ). Discuss their progress. Is it successful? Why or why not? What might they change to realize their dream? (This activity would lend itself well to an occasional daily journal entry.)
http://seattletimes.nwsource.com/mlk/man/MLKsound.html [no longer available]
Lesson Developed By:
Cheryl LarkinBehaviors List:
Plan of action:
The issues within our school that need to be addressed:
The issue we think is most important to focus upon:
Individual actions we will take in order to improve the "civil society" within our school:
An outline of our time frame and actions:
If our school-wide plan is successful it would…
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Look like… |
Sound like… |
Feel like… |
Using your handout on Core Democratic Values, choose two that are being addressed in your school-wide plan and explain your answer.
1. Core Democratic Value: _______________________
2. Core Democratic Value: _______________________
Core Values of American Constitutional Democracy
Core democratic values are the fundamental beliefs and constitutional principles of American society which unite all Americans. These values are expressed in the Declaration of Independence, the United States Constitution and other significant documents, speeches, and writings of the nation. Below is the definition of some core democratic values.
Source: CIVITAS: A Framework for Civic Education, a collaborative project of the Center for Civic Education and the Council for the Advancement of Citizenship, National Council for the Social Studies Bulletin No. 86,1991.
Fundamental Beliefs:
Life The individual's right to life should be considered inviolable except in certain highly restricted and extreme circumstances, such as the use of deadly force to protect one's own or others' lives.
Liberty
The right to liberty is considered an unalterable aspect of the human condition. Central to this idea of liberty is the understanding that the political or personal obligations of parents or ancestors cannot be legitimately forced on people. The right to liberty includes personal freedom: the private realm in which the individual is free to act, to think and to believe, and which the government cannot legitimately invade; political freedom: the right to participate freely in the political process, choose and remove public officials, to be governed under a rule of law; the right to a free flow of information and ideas, open debate and right of assembly; and economic freedom: the right to acquire, use, transfer and dispose of private property without unreasonable governmental interference; the right to seek employment wherever one pleases; to change employment at will; and to engage in any lawful economic activity.
The Pursuit of Happiness
It is the right of citizens in the American constitutional democracy to attempt to attain—to "pursue"--happiness in their own way, so long as they do not infringe upon rights of others.
Common Good
The public or common good requires that individual citizens have the commitment and motivation--that they accept their obligation--to promote the welfare of the community and to work together with other members for the greater benefit of all.
Justice
People should be treated fairly in the distribution of the benefits and burdens of society, the correction of wrongs and injuries, and in the gathering of information and making of decisions.
Diversity
Variety in culture and ethnic background, race, lifestyle, and belief is not only permissible but desirable and beneficial in a pluralist society.
Truth
Citizens can legitimately demand that truth-telling as refraining from lying and full disclosure by government be the rule, since trust in the veracity of government constitutes an essential element of the bond between governors and governed.
Popular Sovereignty
The citizenry is collectively the sovereign of the state and holds ultimate authority over public officials and their policies.
Patriotism
Virtuous citizens display a devotion to their country, including devotion to the fundamental values and principles upon which it depends. Constitutional Principles: Rule of Law Both government and the governed should be subject to the law.
Separation of Powers
Legislative, executive, and judicial powers should be exercised by different institutions in order to maintain the limitations placed upon them.
Representative Government
The republican form of government established under the Constitution is one in which citizens elect others to represent their interests.
Checks and Balances
The powers given to the different branches of government should be balanced, that is roughly equal, so that no branch can completely dominate the others. Branches of government are also given powers to check the power of other branches.
Individual Rights
Fundamental to American constitutional democracy is the belief that individuals have certain basic rights that are not created by government but which government should protect. These are the right to life, liberty, economic freedom, and the "pursuit of happiness." It is the purpose of government to protect these rights, and it may not place unfair or unreasonable restraints on their exercise. Many of these rights are enumerated in the Bill of Rights.
Freedom of Religion
There shall be full freedom of conscience for people of all faiths or none. Religious liberty is considered to be a natural inalienable right that must always be beyond the power of the state to confer or remove. Religious liberty includes the right to freely practice any religion or no religion without governmental coercion or control.
Federalism
Power is shared between two sets of governmental institutions, those of the states and those of the central or federal authorities, as stipulated by the Constitution.
Civilian Control of the Military
Civilian authority should control the military in order to preserve constitutional government.
Michigan Department of Education—Curriculum Development Unit: Social Studies 612198
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Comments
(The positive aspect of using this lesson was) the hands-on ideas that came out as a result of this. Creative thinking on students' parts.