Teaching History and Civics/Government

Teaching History Teaching history to students allows them to touch the lives of people who have lived before them. History is the story of humans. We study it in order to get a sense of who we are and to better understand ourselves. We also study history so that we can learn from the past.

Content Standards for History The Georgia Performance Standards (GPS) provide grade- based content to be covered in Georgia and should be used as guides when planning history curricula. “H” The National Center for History in the Schools (NCHS) also describes specific performance- based standards for each content standard that can be used to develop and document mastery.

Standards in Historical Thinking The NCHS standards in historical thinking outline specific history-related skills in five areas: (1) chronological thinking (2) historical comprehension (3) historical analysis and interpretation (4) historical research capabilities (5) historical issues analysis and decision making

1. Chronological Thinking Chronological thinking skills help children develop a sense of time on both a personal and public/historical level.

When we make a chronology of historical events, we create a graphic representation of how we think about time. We link units of time with events We make a sequence that suggests a past, present, and future We provide a direction that says time and history proceed in a line, not a circle (events are unique and don’t repeat; incorporates change)

We demonstrate that sequences in a chronology show how some events happen before others, which suggests the possibility of cause and effect. We show how events exist in relationship to one another, in a context.

Examples: Timelines Future Timelines Future Impact Time Categories The activities listed here can be used in elementary and middle school classrooms to develop chronology skills. These can be applied to students’ lives as well as to a study of historical events: Timelines Future Timelines Future Impact Time Categories Out of Order/Event Sort

Historical Comprehension Strategies to enhance students’ understanding of historical events Literature: Trade Books and Picture Books Analysis Role play/Reenactment Oprah Interview Old News Art Story Maps

Historical Analysis and Interpretation Strategies to enhance students’ ability to analyze and interpret historical events Compare and contrast Analyzing people Analyzing events Cause and effect T-talk

Historical Issues Analysis and Decision Making Analyzing Decisions Analyzing Historical Problems Cause and Effect

Studying History… HISTORY is OUR STORY! … allows students to touch the lives of people who lived before us so that they can better understand themselves and learn from the past. HISTORY is OUR STORY!

Citizenship Education: Civics and Government Citizenship education prepares students to be full participants in a democratic society and is usually broken into three parts: process of government civic ideals and practices world or global citizenship

Purpose of Citizenship Education Examines the rights and responsibilities involved in being a citizen within a democratic society Explores values, traits, and dispositions that will enable students to live in relationship with others and to live harmoniously within a community Examines what it takes for individuals and governments to live peacefully and respectfully in a world community

NCSS Expectations for Teachers of Civics And Government Teachers of civics and government at all school levels should provide developmentally appropriate experiences as they guide learners in their study They should assist learners in developing an understanding of civic life, politics, and government so that the learners can: explore the origins of governmental authority recognize the need for government identify the crucial functions of government, including rules and laws evaluate rules and laws differentiate between limited and unlimited government appreciate the importance of limitations on government power

The Government Process Some organizing questions that can be used for the study of the process of government, which looks at how our government functions: What is government? How does it work? How is it used to organize our lives? Why do we need government? How do citizens participate in government? What role does the government play in the allocation of resources?

Civic Ideals Civic ideals and practices are the shared values, principles, and actions necessary to maintain a democratic society. Some of the organizing questions that can be used for the study of civic ideals and practices are: What rights do all individuals have within our U.S. democracy? What principles do individuals within a democratic nation share and value? What responsibilities or obligations do individuals have within our democracy? What responsibility or obligations does our society have to the individuals living within it? What practices are important in maintaining a well-functioning democracy?

Civic Ideals are… SOCIETAL INDIVIDUAL

Societal Ideals Societal ideals are the principles held by a society that enable it to protect and nurture the individuals within it. The laws, regulations, educational systems, and functioning of government within the society should reflect these principles. Societal ideals that could be identified and discussed as part of citizenship education include the following: Life, Liberty, and the Pursuit of Happiness Justice The Common Good Equality Freedom of Expression

Civic Ideals at the Individual Level Individual ideals are the principles held by those living within a democracy that enable them to give to society and live harmoniously with others. Some individual ideals that could be identified and discussed as part of citizenship education include the following: Individual Responsibility Civility Following the law Participation

Organizing Questions for Civic and Government Standards Grades K-5 What is government and what should it do? What are the basic values and principles of American democracy? How does the government established by the Constitution embody the purposes, values, and principles of American democracy? What is the relationship of the United States to other nations and to world affairs? What are the roles of the citizen in American democracy?

Organizing Questions for Civic and Government Standards Grades 6–8 What are civic life, politics, and government? What are the foundations of the American political system? How does the government established by the Constitution embody the purposes, values, and principles of American democracy? What is the relationship of the United States to other nations and to world affairs? What are the roles of the citizen in American democracy?

Global Education: World Citizenship Teaching for world citizenship (global education) involves helping students develop a sense of themselves as human beings living in a community, sharing the planet with others Strategies include: bring current events, issues, and concerns from around the world into the classroom teach for world citizenship by creating activities that invite students to act and interact with others from around the world or to become a part of organizations and activities that are working on global issues build an integrated unit based specifically around current issues and events from around the world

Global Issues for Citizenship AIDS crisis in Africa and other parts of the world Other diseases and health issues Hunger and starvation Wars, violence, and terrorism Labor migration Land mines Human rights Rain forests and exploitation of natural resources The diminishing ozone layer Economic and cultural exploitation Diminishing oil, gas, and other nonrenewable energy resources Workers’ rights and fair wages Women’s rights Global warming Pollution