Making Civics Count

Author: David E. Campbell
Publisher: Harvard Education Press
ISBN: 1612504787
Format: PDF, Kindle
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"By nearly every measure, Americans are less engaged in their communities and political activity than generations past.” So write the editors of this volume, who survey the current practices and history of citizenship education in the United States. They argue that the current period of “creative destruction”—when schools are closing and opening in response to reform mandates—is an ideal time to take an in-depth look at how successful strategies and programs promote civic education and good citizenship. Making Civics Count offers research-based insights into what diverse students and teachers know and do as civic actors, and proposes a blueprint for civic education for a new generation that is both practical and visionary.

Making Civics Count

Author: David E. Campbell
Publisher:
ISBN: 9781612504766
Format: PDF, Mobi
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By nearly every measure, Americans are less engaged in their communities and political activity than generations past. So write the editors of this volume, who survey the current practices and history of citizenship education in the United States. They argue that the current period of "creative destruction," when schools are closing and opening in response to reform mandates, is an ideal time to take an in-depth look at how successful strategies and programs promote civic education and good citizenship. This work offers research-based insights into what diverse students and teachers know and do as civic actors, and proposes a blueprint for civic education for a new generation that is both practical and visionary.

Civic Education

Author: Richard G. Niemi
Publisher: Yale University Press
ISBN: 9780300107449
Format: PDF, ePub
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This important book takes a fresh look at what America's high school seniors know about government and politics and how they learn it. In this timely and persuasive book, Niemi and Junn provide the best evidence to date that civic education does make a difference in political learning and that certain curricular aspects facilitate that learning. First rate. -- M. Kent Jennings, UCSB

Teaching America

Author: David Feith
Publisher: R&L Education
ISBN: 1607098407
Format: PDF, Mobi
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This book taps the best American thinkers to answer the essential American question: How do we sustain our experiment in government of, by, and for the people? To remain America, our country has to give its kids a civic identity, an understanding of our constitutional system, and some appreciation of the amazing achievement of American self-government. Yet schools often do no such thing. Young Americans know little about the founding fathers, the Bill of Rights, the structure of government, or the civilrights movement. Three of every four high-school seniors aren't proficient in civics, and the problem is aggravated by universities' disregard for civic education. This undermines healthy citizenship. It disenfranchises would-be voters-especially the poorand minorities-it weakens America's common culture, and it poisons political discourse. That is the subject of this book, authored by an extraordinary and politically diverse roster of public officials, scholars, and educators. In these pages, they describe our nation's civic education problem, assess its causes, offer an agenda for reform, and explain the high stakes at risk if we fail.

Soldiers to Citizens

Author: Suzanne Mettler
Publisher: Oxford University Press
ISBN: 0199887098
Format: PDF, Mobi
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"A hell of a gift, an opportunity." "Magnanimous." "One of the greatest advantages I ever experienced." These are the voices of World War II veterans, lavishing praise on their beloved G.I. Bill. Transcending boundaries of class and race, the Bill enabled a sizable portion of the hallowed "greatest generation" to gain vocational training or to attend college or graduate school at government expense. Its beneficiaries had grown up during the Depression, living in tenements and cold-water flats, on farms and in small towns across the nation, most of them expecting that they would one day work in the same kinds of jobs as their fathers. Then the G.I. Bill came along, and changed everything. They experienced its provisions as inclusive, fair, and tremendously effective in providing the deeply held American value of social opportunity, the chance to improve one's circumstances. They become chefs and custom builders, teachers and electricians, engineers and college professors. But the G.I. Bill fueled not only the development of the middle class: it also revitalized American democracy. Americans who came of age during World War II joined fraternal groups and neighborhood and community organizations and took part in politics at rates that made the postwar era the twentieth century's civic "golden age." Drawing on extensive interviews and surveys with hundreds of members of the "greatest generation," Suzanne Mettler finds that by treating veterans as first-class citizens and in granting advanced education, the Bill inspired them to become the active participants thanks to whom memberships in civic organizations soared and levels of political activity peaked. Mettler probes how this landmark law produced such a civic renaissance. Most fundamentally, she discovers, it communicated to veterans that government was for and about people like them, and they responded in turn. In our current age of rising inequality and declining civic engagement, Soldiers to Citizens offers critical lessons about how public programs can make a difference.

The Political Classroom

Author: Diana E. Hess
Publisher: Routledge
ISBN: 1317575024
Format: PDF
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Helping students develop their ability to deliberate political questions is an essential component of democratic education, but introducing political issues into the classroom is pedagogically challenging and raises ethical dilemmas for teachers. Diana E. Hess and Paula McAvoy argue that teachers will make better professional judgments about these issues if they aim toward creating "political classrooms," which engage students in deliberations about questions that ask, "How should we live together?" Based on the findings from a large, mixed-method study about discussions of political issues within high school classrooms, The Political Classroom presents in-depth and engaging cases of teacher practice. Paying particular attention to how political polarization and social inequality affect classroom dynamics, Hess and McAvoy promote a coherent plan for providing students with a nonpartisan political education and for improving the quality of classroom deliberations.

Civic Education in the Twenty First Century

Author: Michael T. Rogers
Publisher: Lexington Books
ISBN: 0739193503
Format: PDF, ePub
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Imagine an America where governmental institutions, schools, new technologies, and interest groups work together to promote more informed citizens. Civic Education in the Twenty-First Century brings together the research of scholars from various disciplines to show that by expanding what is done in isolation, we can realize such a healthy civic ecology.

Teaching Civic Literacy Projects

Author: Shira Eve Epstein
Publisher: Teachers College Press
ISBN: 0807755753
Format: PDF, ePub, Docs
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This practical resource shows teachers how to enact robust forms of civic education in today's schools. Both instructive and thought-provoking, it will inspire teachers to craft curricula addressing a wide range of genuine civic problems such as those related to racial discrimination, environmental damage, and community health. Dividing civic literacy projects into three key phases--problem identification, problem exploration, and action--the author provides concrete examples from upper-elementary, middle, and high school classrooms to illustrate and analyze how each phase can unfold. The projects ultimately provide opportunities for youth to participate in civic life while they develop essential literacy skills associated with reading, writing, and speaking. The final chapter outlines a curriculum design process that will result in coherent and meaningful civic literacy projects driven by clear goals. It includes practical tools, such as a sample unit timeline, an assessment chart, and student worksheets that can be modified for immediate use.

Curriculum and Teaching Dialogue

Author: David J. Flinders
Publisher: IAP
ISBN: 1623968089
Format: PDF, ePub, Docs
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Curriculum and Teaching Dialogue (CTD) is a publication of the American Association of Teaching and Curriculum (AATC), a national learned society for the scholarly fields of teaching and curriculum. The fields includes those working on the theory, design and evaluation of educational programs at large. University faculty members identified with this field are typically affiliated with the departments of curriculum and instruction, teacher education, educational foundations, elementary education, secondary education, and higher education. CTD promotes all analytical and interpretive approaches that are appropriate for the scholarly study of teaching and curriculum. In fulfillment of this mission, CTD addresses a range of issues across the broad fields of educational research and policy for all grade levels and types of educational programs.

Why We Vote

Author: David E. Campbell
Publisher: Princeton University Press
ISBN: 9781400837618
Format: PDF, ePub
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Why do more people vote--or get involved in other civic and political activities--in some communities than in others? Why We Vote demonstrates that our communities shape our civic and political engagement, and that schools are especially significant communities for fostering strong civic norms. Much of the research on political participation has found that levels of participation are higher in diverse communities where issues important to voters are hotly contested. In this well-argued book, David Campbell finds support for this view, but also shows that homogenous communities often have very high levels of civic participation despite a lack of political conflict. Campbell maintains that this sense of civic duty springs not only from one's current social environment, but also from one's early influences. The degree to which people feel a sense of civic obligation stems, in part, from their adolescent experience. Being raised and thus socialized in a community with strong civic norms leads people to be civically engaged in adulthood. Campbell demonstrates how the civic norms within one's high school impact individuals' civic involvement--even a decade and a half after those individuals have graduated. Efforts within America's high schools to enhance young people's sense of civic responsibility could have a participatory payoff in years to come, the book concludes; thus schools would do well to focus more attention on building civic norms among their students.