Active+Citizenship

= 6.3 Active Citizenship in the 21st Century =


 * Below are the minutes taken from our March 1 department meeting in which we discussed the implementation of Standard 6.3 into our current curriculum.**

1. USI/USII – mid 1800 reforms/ Progressive Era- Discuss the history and then have students choose a particular topic in today’s society that needs reform, coming a solution, write a letter to your assemblymen. 2. USI/USII – Progressive Era/ WWII/ current events/ Immigration -using primary documents, compare and contrast the history to an editorial from today – Document analysis, create own editorial, research paper, letter to newspaper 3. Mock Trial/ Mock UN – Freshmen World Civ. Write an individual position paper, during Model UN, represent specific countries to discuss their position, come up with a solution and write a resolution. 4. USII/ World Civ – Great Depression, current crisis, health care, FDR v. today, legacies – debate historical and current policies…. Was and/ or is it being handled it correctly, did the events of the past create the problems today….? 5. USII – Patriot Act, Internment Camps, suspension of Habeas Corpus, trial of terrorists/ war criminals – produce graphic organizer, research current articles, presentation… Students will be able to: Baby Boomers __Analyze__ the economy and social agenda of the boomers and how it affected the economy and society… growth of suburbs, entertainment, highway, social security, public schools
 * //March 1, 2010 – Joint Department Meeting//**
 * //Incorporating Standard 6.3//**
 * //#1//**
 * 2**
 * Civic Education -** understand their basic constitutional rights, how voting works/ become registered to vote, powers of the branches of government
 * Economic-** understand their financial freedom/ responsibility as a member of society, supply and demand, economic indicators with Great Depression
 * Geography -**know the geography of the US, basic research skills, global understanding and knowledge,
 * Social -** an understanding of tolerance, civil rights, class struggles
 * 3**

__Slavery in New Jersey__ – election of 1860 __Civil Rights__- riots in Newark
 * 4**

Discuss and develop a plan for implementing the 5 Indicators below in WCiv or US History 1 or 2 for the new Standard 6.3 “Active Citizenship in the 21st Century.” Each of the CPI’s below need a unit lesson plan of 5-10 days with an official record of an assessment.
 * March 1, 2010 Department Meeting**
 * Room 814**
 * __ #1 – 3:00 – 3:20 __**

//What is a __valid contemporary link__ to each historical unit we teach?// Mike: We need a department-wide writing and research guide from the very beginning to make this work. Maybe a research paper right at the start. Angela: Maybe a persuasive essay or position paper. Dan: In collaboration with the middle level Angela and Mike: Not worth it because they’re a mess
 * __ How? __** (research paper, Technology presentation, Integrated within an existing unit, separate marking period for implementing all 5 CPIs at the same time, etc. )
 * __ When? __** Identify the grade level and time of the year to teach and assess each CPI.
 * __ What? __** Identify an example of one activity/assessment for each CPI.

The feeling is US II Dan S.: In the Watergate chapter? Angela: Not necessarily; how about Jacksonian democracy Mike: Has to be US II, gonna want to use more modern examples Dan S.: Not necessarily from my perspective Dan S.: I see this as an extension of historical topics to the present day, not something to save (with some of the other CPI’s) for a one-semester “civics” course that’s not a civics course Angela: We do this in the WC human rights unit Joe D.: 9th graders?? (with Hank) Dan S.: We need guidance on what is “current” each year; don’t want another Kyoto Protocol to be perpetually considered “current” Angela: Modeled after UP (Intl Law & Human Rights) Mike: May not work in 9th grade because of their weak skills Dan S.: This seems like a better introductory activity for the 9th-graders. Mike: We can take the slavery theme and extend it throughout the year. Angela: We can build upon it, from slavery, to imperialism, etc. Mike: They can write comparative essays throughout; the modern-day American stuff could be a research component (echoed by Angela). Dan S.: Doesn’t have to be a high-level assessment; an essay would suffice Angela: The Japanese school in Tarrytown Dan: Not just any students, those interested doing this project with us, with guidance Joe D.: Global warming, toxic waste dumps in China (60 Minutes piece on our e-waste shipped to developing countries.) Hank: Don’t take “collaborate with students from other countries” too literally Dan S.: How about a model UN simulation? Hank: OK. The state cited a water pump project in Ghana sponsored by a school in Newark Hank: The main thing is to see things from the perspective of other countries. Hank: They have this e-pal thing. Angela: Sounds like the ninth-grade model UN Dan S.: Too much mandated for ninth-grade. This is not something we uniformly do in World Civ. Agree that it’s US II 5. Analyze current laws involving individual rights and national security, and evaluate how the laws might be applied to a current case study that cites a violation of an individual's constitutional rights. Angela: Alien and Sedition Acts -> Patriot Act
 * 1) Develop a plan for public accountability and transparency in government related to a particular issue(s) and share the plan with appropriate government officials.
 * 1) Compare current case studies involving slavery, child labor, or other unfair labor practices in the United States with those of other nations, and evaluate the extent to which such problems are universal.
 * 1) Collaborate with students from other countries to develop possible solutions to an issue of environmental justice, and present those solutions to relevant national and international governmental and/or nongovernmental organizations.
 * 1) Participate in a real or simulated hearing about a social issue with a related economic impact (e.g., growing health care costs, immigration), and justify conclusions after weighing evidence from multiple experts and stakeholders.