1. Promoting Democratic Classrooms of the 21 st Century Presenters: Dr. Natalie Bolton Dr. Sheldon Berman Glenn Manns

2. Which civic disposition are you today?

3. THE LARGER GOAL The overall goal in integrating social responsibility into the curriculum should be to foster the development of a socially conscious and socially responsible citizenry, that is, to help students develop a personal investment in the well-being of others and of the planet.

4. WHAT MOTIVATES CIVIC AND MORAL ACTION? JUSTICE CARE SOCIAL CONSCIOUSNESS

5. NEGOTIATING MEANING  Are there larger purposes that my actions can serve?  Do I have a meaningful place in the social and political world?  Are there values that I can make a commitment to and people I can stand with?  Am I capable of contributing something useful to others and will they welcome and appreciate it?  Will my efforts actually make a difference?  Do I have the courage to act without guarantees of success?

6. MOTIVATORS OF ACTION CONNECTED SENSE OF SELF MORAL IDENTITY LARGER SENSE OF MEANING

7. COMPONENTS  Academic content in civics  Social and civic skill development  School and classroom climate and culture  Practical experience in the community

8. CIVIC KNOWLEDGE “Without threshold understandings or a cognitive structure by which to interpret and make meaningful passing media references to political phenomena, children appear to gain only an ‘extensive acquaintance’ with what Connell calls the phenomenal surface of politics.” Moore, Lare & Wagner

9. THRESHOLD UNDERSTANDINGS  Primary grades: Concept of law and the process of how laws are made  Middle elementary grades: Concept of elections and the political structure  Adolescents: Ideology, an ideological framework and ideological coherence

10. Goal of Curriculum: One Community, One Nation Teach young people that they can make a positive difference in the world around them and empower them to be effective, participatory citizens who enter the world with an ethic of care and service and ability for thoughtful questioning and investigation. Address the needs of students coming from urban environments, many of whom live in poverty and face racism, by closing the empowerment gap. Teach students the value of community, how to honor and affirm cultural diversity, convey the contributions of their culture, as well as develop the knowledge, skills and convictions to overcome one’s personal circumstances and become a responsible and contributing member of our democratic society.

11. Spirit of the Curriculum: One Community, One Nation Community and Culture (Grades K-2) –Community is about working together and building on our diversity –We are all in this together--common good –We may be different but we are one world Voice and Engagement (Grades 3-5) –Active Participation: Content + Experience –Providing opportunities for students to have a voice and make a difference –Striving for justice

12. K/P-5 Curriculum Framework Community And Culture Kindergarten/ P1 My Community First Grade/P2 Cultures of the Past Influencing Our Community Second Grade/P3 World Cultures Influencing Our Community Voice and Engagement Third Grade/P4 Resolving Differences : Decision Making and Participation Fourth Grade Struggle for Enhancing Justice For All Fifth Grade Dream of Democracy

13. Role of Community Partners Collaborate in the design and review of content and experiential learning opportunities Identify community resources for service learning opportunities Provide opportunities for students to learn from community organizations that are making a difference in the community Provide opportunities for community organizations to share their knowledge and experience with students Model for students how individuals and organizations in our community promote a vibrant democratic society

14. Community Partners Metro United Way – Grade 3 Muhammad Ali Center – Grade 3 Junior Achievement – Grade 4 Civil Rights and Human Rights Community Organizations – Grade 4 Kentucky History Center – Grade 5 State Capitol – Grade 5 Kentucky Center for African American Heritage – Grade 5

15. Voice and Engagement Grade 5 Course Big IdeaThe Dream of Democracy Course Enduring Understandings Students will understand that: democracy in the United States changed over time based upon individual participation, available resources, and society’s needs. democracy throughout history and around the world has taken various forms. preserving vibrant democracies around the world involve individuals and countries sharing and appreciating common ideas, beliefs and values we can participate in the development of public policy to promote civic engagement and advocate for the common good. Course Essential Questions What is democracy? How has democracy developed and changed over time in the United States? How can citizens contribute to a vibrant democracy? Course Assessment Service learning experience: Students will gain a greater understanding about the need for and value of citizen participation in a democratic society by studying and sharing a public policy issue of their choice. Students will use the Project Citizen format (which includes the components: Explaining the Problem, Examining Alternative Policies, Proposing a Public Policy, and Developing an Action Plan) to present their public policy issue, possible solutions, chosen solution and action plan. These presentations will be shared with community members and elected officials. This activity will empower students as they see the role citizens, even those too young to vote, play in government, as well as demonstrating civic responsibility in a vibrant democracy.

16. Grade 5 Units Unit 1Unit 2Unit 3Unit 4Unit 5Unit 6 Unit TitleShared Ideals of American Democracy The Development and Role of Political Parties Various Forms of Democracy- Comparing Constitutions Farm to FactoryFactory to Information Age The UN Constitution and Declaration of Human Rights Unit Essential Question How did democracy begin in the United States? How do the people of the U.S. contribute to sustaining a democracy? Why do countries establish different forms of democracy? How did economic and social conditions change democracy in the U.S. with a shift from farms to factories? How have social and political factors in the U.S. expanded and limited democratic participation? How do mass media, the internet and political campaigns affect our ability to contribute to a vibrant democracy? How is democracy emerging around the world? What does it mean to be a global citizen? Unit Assessment All classes go to Frankfort/ History Center/KCAAH during the year Historical Choices based on the Constitutional Convention Storypath “The Election” Simulated Congressional Hearing Class Interactive Timeline Choice Board learning experience embedding technology Identify a policy within the UN Constitution/ Declaration of Human Rights that is not being implemented or should be revised. Complete PC like steps 1-3

17. What does democracy look like in your country? What examples can you provide from your country’s constitution?

19. Blogging/Threaded Discussion Using the colored post-it notes respond to the questions: –What does democracy look like in your country? –What examples can you provide from your country’s constitution? Green post-it- first response Pink post-it- respond to 3 green post-its Orange post-it- respond to 2 green post- its

20. Wiki Shared website to provide content Wikipedia most common in United States

21. Skype

23. REAL REFORM Real reform comes from our hearts and souls and gives us a sense of meaning. It emerges most powerfully when we connect young people with their potential to make a difference in the world around them.

24. Questions and Comments