Promoting Citizen Action and Participatory Democratic Citizenship in US History

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Promoting Citizen Action and Participatory
Democratic Citizenship in US History

• Todd S. Hawley
• Kent State University
• thawley1_at_kent.edu
• OCSS Conference
• March 27, 2009

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Presentation Goals

• 1. Examine the purpose of social studies as
  outlined by NCSS and the ODE.
• 2. Discuss citizen action as a rationale for
  teaching US history.
• 3. Explore definitions of citizen action and
  participatory democratic citizenship.
• 4. Examine specific examples from the Social
  Studies Academic Content Standards.
• 5. Discuss activities that connect content
  standards and promote citizen action and the
  development of participatory citizenship skills.

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The Purpose of Social Studies According to NCSS

• Social Studies is the integrated study of the
  social
• sciences and humanities to promote civic
  competence.
• Social studies promotes knowledge of and
  involvement
• in civic affairs.
• The primary purpose of the social studies is to
  help
• young people develop the ability to make
  informed and
• reasoned decisions for the public good as
  citizens of a
• culturally-diverse, democratic society in an
  
• interdependent world.
• - National Council for the Social Studies,
  1994

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The Ohio Social Studies Academic Content
Standards are designed to

• Help students develop the ability to make
  informed and reasoned decisions for themselves
  and for the common good
• Prepare students for their role as citizens and
  decision makers in a diverse, democratic society
• Enable students to learn about significant
  people, places, events and issues in the past in
  order to understand the present
• Foster students ability to act responsibly and
  become successful problem solvers in an
  interdependent world of limited resources.
• - ODE Academic Content Standards

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Participatory Citizenship and Citizen Action as
the goal

• Rather than stressing the recall of information,
• the aim of effective social studies education is
  to
• encourage students to actively participate in the
• improvement of society.
• - ODE Academic Content Standards

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Think and Discuss 1

• What do you think of when you hear the terms
  civic action and participatory democratic
  citizenship?
• Discuss your thinking with at least one other
  person.
• Are either of these terms part of your teaching?
  Explain.

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How am I defining Civic Action and Democratic
Citizenship?

• The ability to recognize and reflect on social
  problems or issues and to engage in behavior that
  leads changes that benefit the common good of
  society.
• Democratic Citizenship skills include the ability
  to listen across difference, to ask questions, to
  discuss and deliberate, to clarify positions on
  issues, a willingness to participate, and the
  ability to put citizenship skills into practice.

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Civic Action and the Development of Participatory
Democratic Citizenship Skills as a Rationale for
Teaching US History

• Recognize injustice, social problems, and
  barriers to providing for the common good of all
  citizens.
• 2. Discuss and deliberate causes of, and
  potential solutions for, persistent social
  problems.
• Exert influence within the world as
  participatory democratic citizens.
• 4. Reflect on their experiences as citizens
  attempting to influence their school and
  community contexts.

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An Approach to Promoting Citizen Action and
Participatory Citizenship in US History

• 1. Teach specific content that focuses on and
  examines examples of citizen action and
  participatory citizenship in US History
• AND
• 2. Provide opportunities for students to develop
  participatory citizenship skills and to engage in
  citizen action projects
• AND
• 3. Provide a public forum for students to present
  their work, projects, ideas and results to school
  and community officials.

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A Few Assumptions of this Approach

• Students are citizens who already live in the
  real world.
• Students of all ages are capable of developing
  participatory citizenship skills and to examine
  conceptions of the common good.
• School is the perfect place for students to begin
  to develop their skills in citizen action.
• US History content provides numerous examples of
  citizens who have worked for the common good and
  the improvement of society.

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US History Examples

• Grade Two Recognize the importance of individual
  action and character and explain how they have
  made a difference in others lives with emphasis
  on the importance of
• a. Social and political leaders in the US (e.g.,
  George Washington, Thomas Jefferson, Tecumseh,
  Harriet Tubman, Abraham Lincoln, Sojourner Truth,
  Susan B. Anthony and MLK.

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US History Examples

• Grade Eight Identify and explain the sources of
  conflict which led to the American Revolution,
  with emphasis on the perspectives of the
  Patriots, Loyalists, neutral colonists and the
  British concerning
• b. The Boston Tea Party, the boycotts, the Sons
  of Liberty and petitions and appeals to
  Parliament.

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US History Examples

• Grade Nine Explain connections among
  Enlightenment ideas, the American Revolution, the
  French Revolution and Latin American wars for
  independence.
• Explain the causes and effects of the Industrial
  Revolution with emphasis on
• c. The changing role of labor and the rise of
  the union movement

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US History Examples

• Grade Ten Analyze the reasons for the rise and
  growth of labor organizations in the United
  States (i.e., Knights of Labor, American
  Federation of Labor and Congress of Industrial
  Organizations) including
• c. Violence toward supporters of organized
  labor.
•  
• Explain the goals and outcomes of the late 19th
  and early 20th century reform movements of
  Populism and Progressivism with emphasis on
• a. Urban reforms b. Conservation c. Business
  regulation and antitrust legislation d. The
  movement for public schooling e. The regulation
  of child labor.

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US History Examples

• Grade Ten Trace social unrest, protest and
  change in the United States including
• a. Antiwar protest during the Vietnam War
• b. The counterculture movement
• c. The women's liberation movement
• Analyze the origins, major developments,
  controversies and consequences of the civil
  rights movement with emphasis on
• a. Brown v. Board of Education b. Changes in
  goals and tactics of leading civil rights
  advocates and organizations
• c . The linkages between the civil rights
  movement and movements to gain justice for other
  minority groups.

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US History Examples

• Grade Twelve Challenge arguments of historical
  inevitability by giving examples of how different
  choices could have led to different consequences
  (e.g., choices made during the Civil War, choices
  relating to immigration policy, or choices made
  during the Cuban Missile Crisis).
• Analyze cause-and-effect relationships and
  multiple causation including the influence of
  ideas, the role of chance and individual and
  collective action.

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Think and Discuss 2

• Using the Academic Content Standard you have been
  assigned brainstorm activities you could use to
  promote civic action and democratic citizenship
  skills.

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Example Activities

• Conduct a survey of student attitudes
• Improve community hike and bike trails
• Improve low income housing conditions
• Campaign for a particular candidate
• Improve Race Relations at school
• Change the school dress code or other policies
• Create Resources for Other Schools/Students
• Present to the Principal and Teachers
• Present at a school board meeting

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Additional Ideas Generated During Presentation

• 10th Grade Example Examine race within your
  school setting. Interview students on their
  perceptions of race videotape various school
  settings (cafeteria, library, classes, sporting
  events) discuss interview data and videos with
  students as part of developing a plan to improve
  race relations.
• 9th Grade Example Use History Alive simulation
  on assembly lines then move into a discussion /
  examination of labor unions. Interview union
  members.

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Additional Ideas Generated During Presentation

• 2nd Grade Example Class discussion about
  individuals who took civic action as
  participatory citizens to improve their society.
  Examine the principles behind their action. As a
  group discuss how we can act on their principles
  to work together better.
• 2nd Grade Example Use picture books of citizens
  who took action to change society use a role
  play activities to teach others about
  participatory democratic citizenship.

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Additional Ideas Generated During Presentation

• 10th Grade Example Use what if scenarios to
  examine how violence against labor unions might
  have led to different results.
• 10th Grade Example Examine the Progressive
  Movement as way to develop ideas/solutions/ways
  to engage as citizens as part of working to end
  modern day social issues.