Civics

Middle School Civics - Article

Teaching with American Civic Ideals

Statue of Liberty in New York Harbor

Statue of Liberty in New York Harbor

Prepared by: The New Jersey Center for Civic Education, Rutgers University, Piscataway, NJ

Grade level: Grades 6-8

New Jersey Social Studies Student Learning Standards:

  • 6.3.8.CivicsPD.1: Deliberate on a public issue affecting an upcoming election, consider opposing arguments, and develop a reasoned conclusion.
  • 6.3.8.CivicsPR.2: Evaluate the effectiveness of the fundamental principles of the Constitution (i.e., consent of the governed, rule of law, federalism, limited government, separation of powers, checks and balances, and individual rights) in establishing a federal government that allows for growth and change over time.
  • 6.1.8.CivicsDP.3.a:Use primary and secondary sources to assess whether or not the ideals found in the Declaration of Independence were fulfilled for women, African Americans, and Native Americans during this time period.
  • 6.1.12.CivicsPI.2.a: Prepare and articulate a point of view about the importance of individual rights, separation of powers, and governmental structure in New Jersey’s 1776 constitution and the United States Constitution.

(Other standards may be applicable if used for lessons regarding historical figures and events.)

Objectives: Students will be able to:

  • Define American civic ideals.
  • Differentiate civic ideals from civic practices.
  • Identify American civic ideals that were enshrined in American founding documents.
  • Utilize a class generated list of American civic ideals as a basis for assessing controversial public policies.
  • Utilizing a class generated list of American civic ideals as a basis to evaluate political candidates.
  • Recognize American civic Ideals as a common basis for classroom discussion and collaboration.
  • Establish defensible parameters for discussion and debate of controversial issues.

(Other standards may be applicable if used for lessons regarding historical figures and events.)

Purpose and Background: Democratic self-government requires constant discussions about controversial issues. In Controversy in the Classroom (2009), Dr. Diana Hess asserts that teaching controversial issues motivates students, enhances political efficacy, develops political tolerance, improves critical thinking skills and content knowledge, and increases students comfort with conflict in the world outside the classroom. (For more on Dr. Hess’s research listen to Politics in the Classroom in these Divided Times? Now More Than Ever, says Educator Diana Hess (Ep. 24); or read Q&A with Diana Hess: ‘The Political Classroom’ holds potential to reduce partisan divide – School of Education)

Teaching with American civic ideals provides a student-centered framework whereby teachers begin an inquiry based lesson with ideals rooted in foundational American documents. It can be utilized throughout the school year with many curriculum topics and provides teachers four important benefits:

  • A non-partisan basis for their lessons about election and controversial issues.
  • Defense against outside pressures and accusations of bias.
  • Civic instruction that can achieve the essential goals identified by Dr. Hess.
  • A source of unity for diverse classrooms.

Vocabulary: As students identify civic ideals, it may be useful to offer definitions or explanations. The following vocabulary list includes definitions of many potential civic ideals. In addition, each definition is accompanied with links to short videos that provide further context or clarification.

Inquiry Based Learning - “Inquiry-based learning (IBL) is a student-centered approach that encourages students to ask questions, think deeply and investigate problems worth solving. Instead of memorizing facts for short-term recall, students are invited to engage with content through curiosity and exploration.” (Source: What Is Inquiry-Based Learning? | ACE Blog)

Teaching with American Civic Ideals involves step by step procedures for first inquiry and second inquiry.

Procedure for First Inquiry - What Are American Civic Ideals?

1. What is an ideal? Ask students, “What is an Ideal?” Engage them in a discussion. Encourage them to include examples. Students may require teacher guidance. Civic ideals are conceptual and abstract. They are often confused with civic practices, which are more literal and concrete. For instance, “democracy” is an ideal; voting is a practice.

Guide students and use the discussion to form a workable class definition, such as - principles, goals, or standards of perfection that a person or group considers right, noble, and worthy of pursuing or achieving.

2. What are Civic Ideals? A civic ideal is one that relates to an individual's role as a citizen, within a local, state, or national community. To put that in the context of the previous definition of ideal - principles, goals, or standards of perfection that a person or group considers right, noble, and worthy of pursuing or achieving in their role as citizen(s).

Ask students for examples of Civic ideals. Alternatively, you can have students brainstorm examples in small groups of 3-5 and then share examples out to the class.

3. What are American Civic ideals? Ask students, “Are there civic ideals that most or all Americans share regardless of differences in gender, race, ethnicity, age, religion, socio-economic status or geographic location?”

Ask students to brainstorm examples of American civic ideals. Here it may be best to have students first brainstorm examples in small groups of 3-5. Then have each small group share their list with the class. Have someone record each group’s list for all students to see. Once all groups have shared, eliminate those ideals that repeat or overlap and reach consensus on a class list of 7-10 American Civic Ideals.

4. Where Did American CivIc Ideals Originate? Ask students, “Where did American civic ideals come from?” Their answers are likely to include certain Founding Era documents, such as the Declaration of Independence and the Constitution of the United States.

Following the discussion, have students analyze, in small groups of 3-5, various foundational historical documents. You may distribute a combination of the following documents. Though links to full documents are provided, you may wish to distribute targeted excerpts of longer documents. For instance you may wish to share only Article I of the New Jersey Constitution or the Preamble of the U.S. Constitution. Also excerpts student friendly versions are sometimes available online:

Remind students to distinguish between ideals and practices. A practice refers to how something is to be done; and ideal refers to why it is to be done. A court hearing is a judicial practice; the ideal of justice help us understand why hearings are important

Distribute as many copies of Handout 1 - Document _______ as necessary to each group. Students should identify their Founding Era document(s) and record what they found. After all groups have finished, each group shares with the rest of the class what American Civic ideals they discovered in their document.

Once all groups have shared, eliminate those ideals that repeat or overlap. Then compare the civic ideals with the class list of 5-7 American Civic Ideals. Ask students if they wish to make any changes to the class list of American Civic Ideals. When the class list is finalized, the students are ready for the Second inquiry - Application.

Procedure for the Second Inquiry - Application

In the second inquiry, students apply their list of American Civic Ideals to (1) assess controversial public policies or (2) evaluate candidates for running for political office. Following are explanations and examples of each possibility.

1. Assessing Controversial Public Policy:

Begin by framing a controversial public policy or issue with an inquiry question. Consider the following examples:

  • Australian law (the Online Safety Amendment (Social Media Minimum Age Act) prohibits minors under the age of 16 from holding an account on social media platforms. Would such a ban in the United States be consistent with American civic ideals?
  • Many Democrats and Social Democrats advocate for federally funded universal healthcare at no cost to the individual. Is this policy consistent with American civic ideals?
  • Texas, Arkansas, Louisiana and Alabama have all mandated displays or postings of the Ten Commandments in all public school classrooms. Is this policy consistent with American civic ideals?

Once you have your inquiry question framed, engage your students in a Take a Stand/Continuum activity. First, invite students to “take a stand.” Then:

  • Ask students who agree with the statement to stand to one side of you. Ask students who disagree to stand to the other. Ask those who are unsure to stand in the middle. Now students have taken a stand and formed a continuum.
  • The teacher faces the continuum and asks those at either ends of the line to explain WHY they have taken their position. Encourage them to incorporate one American Civic Ideal in their response.
  • IMPORTANT: This is an active listening activity. There are no rebuttals! Students explain their views (WHY?) and actively listen to others.
  • After views on both sides have been expressed, ask those in the middle if what they heard helped them decide. Ask those at the ends of the continuum if they have been persuaded to a new view. If so, move students on the continuum.
  • If at any point you hear a viewpoint that does not match the student's place on the continuum, move that student to an appropriate spot.

Take a Stand/Continuum encourages students to consider, clarify, and express their own views while requiring them to actively listen to the views of others. (For further explanation of the activity see: Barometer: Taking a Stand on Controversial Issues Teaching Strategy | Facing History & Ourselves)

2. Evaluating Candidates in an Election:

Organize your class into small groups of 3-5. If there are only two candidates in the election, have each group do the following inquiry process for both candidates. If there are three or more candidates, assign one candidate per group. Each group then does the following inquiry process for their candidate then shares their assessment with the class.

Start by noting that each of the candidates hope to win the election and then take the oath of their respective office. Provide students with the appropriate oath of office (see Handout #2- Federal Oaths of Office, and Handout #3 - New Jersey State Oaths of Office) Ask them to highlight words in the oath that reflect civic ideals and identify specifically those ideals. Then have students research the policy positions and statements of the candidates. Finally, have students state and defend their answers to the following questions.

  • How well do their statements and proposed policies support the American Civic Ideal? (Students should make specific reference to the civic ideals in their class list or their Founding Era Document list)
  • Which candidate best articulates and supports the identified American Civic Ideals in the Oath of Office and the Constitution he/she will swear to uphold?
  • Would you endorse this candidate? Why or why not?

You may wish to complete your activity with the New Jersey Mock Election. You can learn more about registering and participating with your class at New Jersey Mock Election.

 

Handout 1 - Document ________________________

IDEAL Where Found Quote What the quote means
       
       
       
       
       

 

Handout #2

FEDERAL OATHS OF OFFICE 

  • President: I do solemnly swear (or affirm) that I will faithfully execute the office of President of the United States, and will to the best of my ability, preserve, protect, and defend the Constitution of the United States.
  • Members of United States Congress: I do solemnly swear (or affirm) that I will support and defend the Constitution of the United States against all enemies, foreign and domestic; that I will bear true faith and allegiance to the same; that I take this obligation freely, without any mental reservation or purpose of evasion; and that I will well and faithfully discharge the duties of the office on which I am about to enter: So help me God.

 

Handout #3

NEW JERSEY STATE OATHS OF OFFICE

  • New Jersey Governor: "I,_____ , elected governor of the state of New Jersey, do solemnly promise and swear that I will support the Constitution of the United States and the Constitution of the State of New Jersey, and that I will bear, through faith and allegiance to the same, and to the governments established in the United States and in this state, under the authority of the people, and I will diligently, faithfully, impartially, justly and to the best of my knowledge, execute the said office in conformity with the powers delegated to me; and that I will to the utmost of my skill and ability, promote the peace and prosperity and maintain the lawful rights of the said state. So help me God."
  • Members of New Jersey Legislature: “I do solemnly swear (or affirm) that I will support the Constitution of the United States and the Constitution of the State of New Jersey, and that I will faithfully discharge the duties of Senator (or member of the General Assembly) according to the best of my ability.” In addition, members must take an oath of office as follows: “I do solemnly swear (or affirm) that I will faithfully, impartially and justly perform all the duties of the office of––––––– to the best of my ability and understanding; that I will carefully preserve all records, papers, writings, or property entrusted to me for safekeeping by virtue of my office, and make such disposition of the same as may be required by law." The oaths have been combined and are administered at the first session of each newly elected House, and when necessary to seat a new member selected to fill a vacancy on an interim basis or elected to fill a vacancy on a permanent basis.