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The Evidence Base for Social Studies: Citizenship Rights and Responsibilities
The Evidence Base for Social Studies: Citizenship Rights and Responsibilities
What This Means for Instruction
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After a review of the research, a number of classroom techniques or
applications have been found to be successful with children. Below are some
general guidelines to help educators plan and implement the instruction of
citizenship rights and responsibilities:
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Incorporate discussion of current local, national, and international issues
and events especially those of interest to young people of all grade levels
(Levstik and Barton 2001).
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Provide opportunities to analyze historical or current events (local, state or
national) in which conflicts are a result of arguments over equal rights or
other basic principles of democracy (Hilke 1999).
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Make explicit connections between academic material and concrete actions,
especially for younger students (Levstik and Barton 2001).
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Make available newspapers, news magazines and other materials for students to
read, analyze and discuss (Torney-Purta et al. 2001).
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Design and implement programs that provide students with the opportunity to
apply what they learn through opportunities that are linked to the formal
curriculum and classroom instruction such as service-learning programs (Boyte
2003; Hunter and Brisbin, Jr. 2000; Owens 2001; Safrit and Auck 2003; Willard
2003).
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Encourage student participation in school governance (CIRCLE 2003; Torney-Purt
et al. 2001).
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Encourage student participation in simulations of democratic processes and
procedures such as voting, mock trials, legislative deliberations, and
diplomacy (Hilke 1999; Westheimer and Kahne 2004).
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Promote student capacity to make informed choices and decisions and the
ability to present effective arguments for one student’s view while
considering the opposing views of others (CIRCLE 2003).
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Design opportunities that provide face-to face interpersonal experiences in
contexts and organizations that are meaningful to the students, advance the
public good, and are reflected in the curriculum (Boyte 2003; Safrit and Auck
2003; Westheimer and Kahne 2004).
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De-mystify citizenship responsibilities such as voter registration, public
debate, and the naturalization process (Levstik and Barton 2001).
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Engage in discussion of issues that help put "real life" perspectives on what
is learned in class through research, presentations, simulations or
participation in student government (Galston 2003).
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Encourage students to participate in decision-making opportunities (CIRCLE
2003).
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