Incorporation of Citizenship Components into the Objectives and Activities of Lessons - Assignment Example

Social Study Final Exam Introduction A Social Study is a program that enables to become citizens responsible and active within the different communities that they belong. The program enables students to become informed and critically thoughtful citizens who can value an inclusive society. In addition, students will acquire the skills they require to communicate ideas and solve problems and make decisions about important events, developments, and issues. Therefore, the essay attempts to answer structured questions concerning social study final exam. Qn. C) Incorporation of Citizenship Components into the Objectives and Activities of Lessons In order to ensure democratic values, knowledge, civic participation skills, and democratic attitude are incorporated; emphasis needs to be placed on educating the citizenry through citizenship education. Citizenship components such as knowledge, civic participation, as well as values of the society, citizen obligations, and rights, fuse the students and culture in order to bring understanding, and strive to attain the national goals (Etumudor, 2013). Assisted by the history knowledge, citizenship components as well as citizenship education among others assist the students in developing pride in the cultural past of the nation and community. They would also acquire training in thinking analytically and solving problems as well as understand the past as a guide for appreciating the present. There is also need to apply the subject plus model of Citizenship. This is because it is most effective in encouraging the class and entire school to develop community links. This active citizenship component reinforces community cohesion and safety at a number of individual and social levels in class. For instance, when groups in class address bullying and gun crime in their society, they develop as empowered and effective citizens (Etumudor, 2013). An approach to adopt in incorporating citizenship components into the activities of the class is through the adoption of the model of community engagement. This model draws as much on the skills of the students as they do the teacher and other school staff. Therefore, this would take forward agendas around students’ civic participations, anti-racism, and community safety. It illustrates the need for the teacher to connect with the most resources that are available for free from outside the setting of the school in order to make the most of the Citizenship’s school-based potential (Etumudor, 2013). In order to integrate the citizenship components that include, knowledge, democratic values, democratic attitude, and civic participation skills, in class activities, the teacher would attempt to keep students abreast with the need to produce orderliness, self-control, obedience, and capacity for co-operation. In addition, most significant the control of one’s student appetites and urges in accordance with the interest of other students and the class at large. Finally, in order to integrate these components, various codes of conduct that scrutinizes individual and class conduct, setting out an acceptable mode of participation and modalities for social interaction should be taught in class (Etumudor, 2013). Qn. D) Lesson Plan for the Colonial and Revolutionary Periods Title: Colonial and Revolutionary Periods Focus Question: How did trade and agriculture help develop the Thirteen Colonies? Grade: 4th Grade Time: 90 minutes Objectives By the time the lesson ends, students need to understand the following; How the trade of raw materials led to the economic development of the Thirteen Colonies How to analyze the primary source materials Materials to be used Titles from the Trade Book Text Set The New York Colony Life in New Amsterdam Life in the Colonies Magic Treehouse Research Guide: American Revolution Your Travel Guide to Colonial America Colonial Life- A True Book The copy of a map of the thirteen colonies Thinking concerning Images” template Images of the Dutch when trading with the Native Americans Model/Demonstration: The teacher will display completed colonial resource map. Teacher projects and distributes an individual copy of the template “Thinking about Images”. Students view the image in a silent mode while recording observations, as well as questions on the template. The teacher will facilitate discussion of the image. The questions to guide include: Who are those people displayed in the picture? What is that the two in the picture exchanging? What may be the significance of this exchange? Based on the colonial resource map, which colony may this picture represent? Explain?” What might be the raw material being traded? How would it be applied by the colonists? To which group may valuable and why? What may the Native Americans needed in exchanging the raw material? Teacher defines and introduces the concept of the raw materials. Teacher discusses raw materials, for instance, wood, tobacco, cotton, fur, and wheat, and asks students to brainstorm how the materials are applied to manufacture any other products. Teacher asks: What raw material is shown in this picture? What may be it uses in manufacturing? Why would the products be significant to colonial life? Teacher charts the student responses. The teacher explains students would be working in groups of 4 in order to research other examples and draw conclusions. Students will make a list of products. Differentiation: Teacher questions target lower level as well as the high-order thinking skills. Image analysis will support visual learners. Independent Exploration/Practice: Students will work in the groups they belong in order to research on any other raw materials that were produced by the colonies. They draw conclusions as well as record their findings (Swinney, Velasco, & Garcia, 2011). Assessment: Teacher move around the groups during the discussion and research in order to evaluate the student requirement for support, as well as to evaluate how the students are managing their time. The teacher also evaluates how they work cooperatively and independently (Swinney, Velasco, & Garcia, 2011). Qn. E) Appropriate Instructional Strategies to use in your Classroom to Teach Good Citizenship through History Lessons The challenge has always been on how to establish subjects like History to contribute in delivering the citizenship curriculum while remaining reality to the content spirit and of their subject discipline. There are some useful proposals that can be effective in teaching citizenship through History. It is important to issue guidelines in order understand the requirements that citizenship education entails. In reality, there has been a chasm between the classroom teachers and thinking of policy-makers whenever the nature of citizenship is being discussed (Brett, et.al, 2009). However, the strategies that would make understanding of good citizenship through in class will entail the following: • Proper understanding of the subject and how teaching contributes to citizenship understanding in class • How history exemplifies the operation of concepts and values significant for citizenship • How it might assist students in developing skills of critical judgment, analysis, expressing a point of view and ensuring that students participate as well as co-operate with others. In addition, it will be useful to add the utility of sharing diverse examples that are practical of what good cross-curricular citizenship in a Historical Context feels and looks like. History contribution to understanding of Citizenship It is significant for the teacher to appreciate the competing and different definitions of the citizenship. For instance, citizenship in action, knowledge, rights, community, and responsibilities, private and public morality, locality and inclusivity. It is significant to note that these competing models and definitions of citizenship, as well as citizenship education, are important because they point towards the potential for varied practice and an incoherent vision of the citizenship education in order to develop in American classes (Brett, et.al, 2009). How History Exemplify the Operation of Concepts Important for Citizenship The main context of Citizenship is relating to the political literacy therefore it is useful for the students pupils to explore the big Citizenship organizing ideas in engaging and active means and then think through means of investigating concepts such as the Freedom, Power, Democracy, Justice Equality Fairness and Protest Rights. However, such kind of concepts crop up naturally in the History lessons. Ideally, students could be encouraged to apply and understand the Citizenship language from an early stage of the courses and re-visiting ideas at increasing levels of sophistication and in diverse contexts. However, one approach to helping the History teacher is building this language of Citizenship to see the political literacy as a means into grasping Education for Citizenship (Brett, et.al, 2009). Qn. F) Integration of Economics and Good Citizenship An effective citizenship in a society that has democracy needs an accurate understanding of the most useful aspects of human life, precisely, the economy. The United States economy comprise of larger units of power, the large governments, and the large corporations, that exercise considerable control economic outcomes and behaviour, and also over personal beliefs as well as their daily lives. It is significant that students need to have an idea of size and power so that they understand how a society function as a democracy (Brett, et.al, 2009). In addition, a good citizen should have understanding of the most economic functions of the government that needs to be managed in democratic manner. Regulation of most economic operations has proven to be important in an industrial societies due to the economic regulations of capitalism that preclude firms and agents from behaving in the good way. For instance, the capitalism rules that requires firms to make profits requires firms also to eliminate wastes at least cost to the firm. Therefore, such activities are not obvious, and should be understood by students in a democratic society (Brett, et.al, 2009). A useful and an interesting approach, within the context of citizenship education and liberal, is a historical approach, which examines the history of the economy, as well as the history of key ideas concerning the economy (Brett, et.al, 2009). However, a historical approach may start with the Agricultural Revolution that happened about 10,000 years ago or even with the Industrial Revolution that occurred almost 200 years ago. It would the show the changes that happened, the challenges that came up, and how the society responded to economic problems, always using the government as a problem-solving tool. It would also involve examining the ideas of some of the influential economists like Karl Marx, Adam Smith, and John Maynard Keynes (Brett, et.al, 2009). An additional approach for economics is using the issues approach. Under issues approach, the course would examine economic issues like consumption, production, labor, poverty, health care, the environment, agriculture, federal budgets, social security, and international trade. Studying such issues, the students understand the economics principles as well as the relationship between the economy and democratic government. Moreover, the third approach is the combined principles approach. The rationale behind this approach is to provide the students with a neoclassical economic theory introduction to firms, the national economy, consumer, and international trade. In addition, this approach enables students to learn the laws of demand and supply, as well as their applications(Etumudor, 2013). Conclusion In conclusion, a true transformation starts with a transformed mind and transformed person. Therefore, the social study program is the only way of transforming a student and the teacher needs to use methods that students would understand different element for example in social studies or history, they need to know good governance and leadership roles. The transformed mind can be attained if a student realizes issues such as their history, national values, and morals (Etumudor, 2013). References Brett, P., Mompoint-Gaillard, P., Salema, M. H., Soares, V. M., Keating-Chetwynd, S., & Council of Europe. (2009). How all teachers can support citizenship and human rights education: A framework for the development of competences. Strasbourg France: Council of Europe, 15-59. Etumudor, M. (2013).Citizenship education and national integration: The imperative of developing the psyche.Academic Journal of Interdisciplinary Studies, 2(5), 179-183. Swinney, R., Velasco, P., & Garcia, O. (2011). Connecting content and academic language for English learners and struggling students, grades 2-6. Thousand Oaks, California: Corwin Press, 85-89. Read More