The following pages will essentially look into the issue of teaching Citizenship as a discrete subject over teaching it through other subject areas of the curriculum and also its advantages. We will also explore why it needs to be taught. What benefits does it seem to provide students
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Citizenship, exclusively, is both a discrete subject and also a culture - which is a way of living with its own distinct set of values, attitudes and nature which supports continuous lifelong learning. Since citizenship education is so completely new to the curriculum in most schools, the timetable contexts in which it takes place are likely to vary quite considerably.
'Many schools are recognizing the wider benefits of citizenship and offer 'special themed days' with a collapsed timetable and specialist speakers. In some schools, citizenship may be part of, and an extension to, existing programme of Pastoral, Social and Health Education (PSHE). In others there may be timetable slots quite explicitly labelled 'Citizenship'.
In yet others, the requirements of the citizenship curriculum may be addressed within a framework of 'Humanities' teaching. Still other schools may decide to address citizenship in a totally 'embedded' cross-curricular way, identifying specific elements of the citizenship curriculum to be included in individual subject departments' schemes of work.
Some schools are taking the opportunity to reflect on their organisation and are embracing a citizenship ethos in which citizenship concepts and knowledge are developed through active participation and greater learner responsibility.
These schools have effective schools councils, student consultation and representation, shadowing, specialist student training, peer work, whole school special focus days, local and national student elections, involvement with other schools and links with the wider community including their local councilors and MP.
Trainees on the course are encouraged to see themselves, first and foremost, as citizenship teachers capable of straddling most, if not all, of the fields of knowledge and pedagogical approaches to which reference has been made.
Realistically, and in order to build a viable personal teaching timetable while on school experience, there may be a need to undertake some work in a 'traditional' subject allied to your degree specialism. Some students, (for example, those with degrees in psychology or sociology), may be able to contribute to post-16 teaching in these subjects.
Trainees will need to be enterprising; prepared to take considerable responsibility for their own professional development; daring enough to want to shape the future of citizenship education; and dedicated to (and preferably with some successful experience of) 'making a difference' to the lives of young people'. (Graduate School of Education, Copyright 2007 - University of Bristol.)
Teaching Citizenship through history:
'Citizenship and History can be seen as natural partners - this was confirmed by Sir Bernard Crick, the founding father of the modern Citizenship education movement in England:
" My personal view, that I have had to be a little bit discreet about at times, is that of all the other subjects History may have (should have) overall the greatest role to playSeeley
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(“Teaching Citizenship Essay Example | Topics and Well Written Essays - 2000 words”, n.d.)
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(Teaching Citizenship Essay Example | Topics and Well Written Essays - 2000 Words)
“Teaching Citizenship Essay Example | Topics and Well Written Essays - 2000 Words”, n.d. https://studentshare.org/education/1532384-teaching-citizenship.
An ideal state should always ensure that its citizens are free to express themselves and they should not be restrained. The United States of America experiences a crisis of citizenship in the sense that the American people feel disconnected from their nation or society that they do not wish to work for or do something great for it (Jeffrey et al, 2010).
Multiculturalism is essentially possible but necessary steps need to be taken in order for this to work beautifully. Society still has a long way to go with regard to this matter. For this to work, society should learn to acknowledge the existence of cultural minority groups in their locale.
With each event, the role of a citizen was became more clearly defined and thoughts on what a citizen should be remained the focal point of political discussion (Ignatieff, 1987). Leading the way with these incremental beliefs is Aristotle's Politics, in which the ideal of citizenship was first expressed; specifically, this ideal entail that through participation, a citizen could transcend his or her limits of private interest and become what Aristotle defined as man's true identity--a political animal (Ignatieff, 1987).
The June 1967 War was a watershed event in the history of Israel and the Middle East. After only six days of fighting, Israel had radically altered the political map of the region. By June 13, Israeli forces had captured the Golan Heights from Syria, Sinai and the Gaza Strip from Egypt, and all of Jerusalem and the West Bank from JordanThe 1967 War also laid the foundation for future discord in the region - as on November the UN Security Council adopted Resolution 242 the "land for peace formula, which called for Israeli withdrawal "from territories occupied" in 1967 in return for "the termination of all claims or states of belligerency."1
According to the report citizenship teaching can have an impact on other areas of the curriculum and methods of teaching Citizenship can be modelled in other subjects, encouraging participation and engagement from pupils that may have become disenchanted with learning within a mainstream school.
According to the report education can refer to any level of formal schooling or training, or can refer to public information more broadly disseminated, e.g. through informal adult education, through the media, through legislation, Government agencies and so on. Citizenship and Consumer education are concerned with providing individuals with knowledge.
It is exhilarating because it offers opportunities to work with young people on ‘real life’ issues and topics. It is exigent because it calls for considerable span of knowledge, interests and fervour to approach teaching and learning in new and energetic
Knowledge in citizenship issues is profoundly important for personal enrichment and awareness of one’s civil, political and social rights as a citizen of a certain nation-state.
An individual can become a citizen through different ways. One can gain citizenship by
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