ERIC ED452123: The Challenge of Governance. Teacher's Guide [and Student Text]. W.M. Keck Foundation Series.

124 Pages·2001·3.6 MB·English

by  ERIC

DOCUMENT RESUME
SO 032 682
ED 452 123
Croddy, Marshall; Degelman, Charles; Hayes, Bill
AUTHOR
The Challenge of Governance. Teacher's Guide (and Student
TITLE
Text]. W.M. Keck Foundation Series.
Constitutional Rights Foundation, Los Angeles, CA.
INSTITUTION
W. M. Keck Foundation, Los Angeles, CA.
SPONS AGENCY
ISBN-1-886253-15-3; ISBN-1-886253-14-5
ISBN
2001-00-00
PUB DATE
123p.
NOTE
Constitutional Rights Foundation, 601 South Kingsley Drive,
AVAILABLE PROM
Los Angeles, CA 90005. Tel: [phone]; Web site:
http://www.crf-usa.org.
Guides - Classroom - Learner (051) -- Guides - Classroom -
PUB TYPE
Teacher (052)
MF01/PC05 Plus Postage.
EDRS PRICE
Agenda Setting; *Citizen Participation; *Citizenship
DESCRIPTORS
Education; *Citizenship Responsibility; Civics; Court Role;
Critical Thinking; *Government Role; High Schools;
*Political Issues; Public Policy; Social Studies; Teaching
Guides; Thinking Skills; United States Government (Course);
Voting
*National Civics and Government Standards
IDENTIFIERS
ABSTRACT
This teacher's guide and student text is the fourth volume
provide
in the W. M. Keck Foundation Series. The guide, which is designed to
instructional support for classroom use of "The Challenge of Governance,"
Standards
gives teachers an opportunity to review content from the National
for Civics and Government for High School with students in a systematic and
comprehensive manner. In addition, the materials use interactive methodology
that provides students with intellectual and critical thinking skill
building, also required by the standards. The guide provides recommended
lesson sequences incorporating readings, directed discussions, and
interactive activities supported by reproducible handouts. Each lesson is
structured with an overview, learning objectives, standards addressed,
preparation needed for the lesson, and step-by-step procedures. The student
establishing and
text considers one of the basic challenges of every society:
maintaining a proper government. The text is designed to supplement U.S.
government courses and to help students gain proficiency in meeting the
National Standards for Civics and Government. The text also provides
background readings, directed discussions, and interactive activities
-
addressing both intellectual and participatory skill development. Both the
"The
teacher's guide and the student text contain the following lessons:
(1)
Constitution and Governance"; (2) "Constitutional Limitations on Government";
and
(3) "A Democratic Republic"; (4) "The Civil Society"; (5) "Diversity
Equality"; (6) "Conflicts"; (7) "National Government and Taxation";
(8)
"The Role of the Judiciary"; (10) "Setting
"State and Local Government";
(9)
(12)
the Public Agenda"; (11) "Voting and Selecting Political Leaders";
(14) "America and New
"Public Policy"; (13) "America's Foreign Policy";
Global Realities"; (15) "Citizenship and Rights"; and (16) "Civic
Participation and Responsibility." (BT)
Reproductions supplied by EDRS are the best that can be made
from the original document
The Challenge of Governance. Teacher's Guide
[and Student Text]. W. M. Keck Foundation Series.
Marshall Croddy; Charles Degelman; Bill Hayes
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research and Improvement
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION
BEEN GRANTED BY
CENTER (ERIC)
O This document has been reproduced as
received from the person or organization
M. Croddy
originating IL
O Minor changes have been made to Improve
reproduction qua*
TO THE EDUCATIONAL RESOURCES
INFORMATION CENTER (ERIC)
Points of view or opinions stated In this
document do not necessarily represent official
OERI position or policy.
BEST COPY AVAILABLE
2
THE
OF
U.S. DEPARTMENT OF EDUCATION
PERMISSION TO REPRODUCE AND
Office of Educational Research end Improvement
DISSEMINATE THIS MATERIAL HAS
EDUCATIONAL RESOURCES INFORMATION
BEEN GRANTED BY
CENTER (ERIC)
/This document has been reproduced
as
received from the person or organization
originating it.
O Minor changes have been made to
Improve reproduction quality.
TO THE EDUCATIONAL RESOURCES
Points of view or opinions stated in this
INFORMATION CENTER (ERIC)
document do not necessarily represent
official OERI position or policy.
TEACHER'S GUIDE
This Constitutional Rights Foundation publication is made possible by
a generous grant from the W.M. Keck Foundation.
WM. KESUFANDATION
Marjorie S. Steinberg, President
Constitutional Rights Foundation
Jerome C. Byrne, Chairman
is the fourth volume in the
The Challenge of Governance
Constitutional Rights Foundation
W.M. Keck Foundation Series, a series of educational
Publications Committee
publications that address key challenges facing our
democratic and pluralistic republic under the frame-
Corasvr
DESIGN
EDNOR AND
work of the Constitution and its Bill of Rights. The
Marshall Cloddy
W.M. Keck Foundation, one of the nation's largest
charitable foundations, primarily supports higher edu-
WRITERS
cation, medical research, and science. The Foundation
Marshall Gaddy
also maintains a Southern California Grant Program
Charles Degelman
Bill Has
that provides support in the areas of civic and commu-
nity services, health care, precollegiate education, and
the arts. The Board of Directors of Constitutional
REVIEWERS
Lee Edon
Peggy Saferstein
Rights Foundation is grateful to the W.M. Keck
Sandor E Samuels
Deborah Saxe
Foundation for its vision and generosity.
Lois Thompson
Marvin Sears
PRINCIPAL STAFF
Todd Clark Executive Director
Marshall Cloddy, Director of Program and
Materials Development
Jo Ann Burton, Director of Development
PRODUCRON
Michelle Ingram/Ingram Design Studio, Design
Andrew Costly, Production Manager
Navigator Press, Printing
/www467-,(1
crfusa.org
© Constitutional Rights Foundation, Los Angeles, 2001
All rights reserved.
ISBN: 1-886253-15-3
The Challenge of Governance
TEACHER'S GUIDE
TABLE OF CONTENTS
4
Introduction
4
Overview
5
Lesson 1: The Constitution and Governance
6
Lesson 2: Constitutional Limitations on Government
8
Lesson 3: A Democratic Republic
9
Lesson 4: The Civil Society
Lesson 5: Diversity and Equality
11
12
Lesson 6: Conflicts
13
Lesson 7: National Government and Taxation
Lesson 8: State and Local Government
15
Lesson 9: The Role of the Judiciary
16
17
Lesson 10: Setting the Public Agenda
18
Lesson 11: Voting and Selecting Political Leaders
19
Lesson 12: Public Policy
20
Lesson 13: America's Foreign Policy
21
Lesson 14: America and New Global Realities
22
Lesson '15: Citizenship and Rights
23
Lesson 16: Civic Participation and Responsibility
HANDOUTS
Handout AEvaluating Constitutions
Handout BBurning the Flag
Handout CShould We Replace the Electoral College?
Handout DTo Serve or Not To Serve
Handout EIs It a Taking?
Handout FCouncil of Economic Advisors
Handout GWelfare Reform Policies
Handout HThe Voters Decide
Handout IEvaluating Political Arguments
Handout JPolitical Interest Poll
Handout KShould At-Large Congressional Districts Be Allowed?
Handout LCrisis! Should the United States Intervene Militarily?
Handout MShould Non-Citizens Be Permitted to Vote?
Handout N-Seven Steps for an Action Project
Handout 0Seven Questions About Policy
Handout PProject Planning
Handout Q-Key Terms
44
Sources for Student Text
This Teacher's Guide provides recommended lesson
INTRODUCTION
sequences incorporating readings, directed discussions,
and interactive activities supported by reproducible
In 1999, the National Assessment of Educational
handouts. Each lesson is structured with an overview,
Progress, also known as "the Nation's Report Card,"
learning objectives, standards addressed in the lesson,
issued the results from its 1998 civics assessment of high
preparation needed for the lesson, and step-by-step
school seniors. Based heavily on the National Standards
procedures.
for Civics and Government for High School, the assess-
ment found that only 26 percent of all high school
The lessons are structured somewhat differently from
seniors showed proficiency in civics understanding.
the other volumes in the Challenge series. Please take
Reporting on the results, the Los Angeles Times stated:
note of the following:
"Most of the nation's 3 million high school seniors
Handout Q This is the last handout in this Teacher's
will be eligible to vote next year in the first presidential
Guide and contains a vocabulary list for each lesson.
election of the 21st century, but only one in four of
Teachers may want to distribute this handout in advance
them has more than a rudimentary understanding of
of each lesson and ask students to review the applicable
how the American system of democratic government
words.
works
Focus Discussion. Each lesson begins with a focus dis-
The assessment clearly showed that more needs to be
cussion. The discussions are designed to elicit personal
done to assure that students understand American
opinions from students and make the introductory read-
democracy and are able meet the National Standards for
ing more meaningful.
Civics and Government for High School. We designed
The Challenge of Governance with this in mind.
Introductory Reading. The first reading in each chapter
is an introductory reading based on the National
The Challenge of Governance gives teachers an opportuni-
Standards for Civics and Government for High School.
ty to review content from the national standards with
These readings are packed with information. It is recom-
students in a systematic and comprehensive manner. In
mended that students read this as a review after having
addition, the materials use interactive methodology_that
covered the material in their civics or government class.
provides students with intellectual and critical-thinking
Or teachers may want to base a lecture on the introduc-
skill building, also required by the standards. We hope
tory reading, which will give students an opportunity to
that this approach proves to be both content rich and
ask questions. Following the lecture, students should be
methodologically sound.
able to read the material themselves.
Overview of the Teacher's
Points of Inquiry after the Introductory Reading.
Guide
Each introductory reading is followed by Points of
Inquiry, questions for discussion or writing. These ques-
This Teacher's Guide is designed to provide instruction-
tions are taken directly from the National Standards and
al support for the classroom use of The Challenge of
are based on the benchmarks for each standard.
Governance. The student text is divided into 16 short
The remaining parts of the lesson are similar to the
chapters. Each chapter consists of two parts. The first
other volumes. The activity reading is more high interest
part is an introductory reading covering one or two of
reading than the introductory reading. It is followed by
the National Standards for Civics and Government for
Points of Inquiry for another discussion. Then students
High School. These standards have been incorporated
take part in an interactive activity, which requires criti-
into most states' civics and government standards. The
cal thinking and provides an opportunity for the stu-
introductory readings offer students a review of all the
dents to get more involved in the subject.
national civics and government standards. The second
part of each chapter is an activity reading that pursues
One final note: We plan to put links related to each
a related specific issue of current importance. The activ-
reading on our web site. Students (or teachers) may find
ity readings offer student an opportunity to delve more
these useful to get more information on a particular
deeply into an issue and prepare students for an interac-
subject or to better prepare for an activity. To find these
tive activity that will engage students and foster critical
links, go to www.crf-usa.org, click on Links, and click
thinking.
on The Challenge of Governance Links.
4
PREPARATION
Lesson 1: The Constitution
In advance of the lesson, distribute Handout Q This
and Governance
handout contains key words for all the lessons. You
might assign the key words for review prior to each les-
OVERVIEW
son. You will also need a copy of Handout A for each
student.
In this lesson, students explore constitutional govern-
ment. First, students read and discuss an introductory
PROCEDURE
reading about the origin and principles of constitution-
Focus Discussion: Hold a brief discussion with
A.
al government. Next, they read and discuss an activity
students by asking:
reading focusing on the constitutions of emerging
1. What is a constitution?
democracies. Finally, in small groups they evaluate
emerging
some provisions from new constitutions of
2. What might it be like if the United States did
democracies.
not have a Constitution?
Introductory Reading and Discussion: Have stu-
B.
OBJECTIVES
dents read The Constitution and Governance on
page 6. Hold a discussion using the Points of
Students will be able to:
Inquiry on page 8.
Identify the purposes and sources of law.
1.
What have people in history claimed were dif-
1.
Explain the purposes of constitutional govern-
2.
ferent sources of law? What do you think
ment.
should be the main source of law? Why?
Identify major philosophical ideas and historical
3.
2. What are some different purposes and func-
events that influenced limited government in the
tions of law?
United States.
What are the purposes of a constitutional gov-
3.
Explain the nature and importance of "popular
4.
.ernment? How can a. government have a consti-
sovereignty."
tution and not be a constitutional govern-
Compare and evaluate constitutional provisions
5.
ment?
from other countries.
4. How can constitutions promote change or help
resolve social issues? Give some historical
STANDARDS ADDRESSED
examples.
National Civics Standards for High School
What major philosophical ideas and historical
5.
Understands the sources, purposes, and functions
limited
events helped influence the creation of
(3)
of law, and the importance of the rule of law for
government in the United States? Why do you
the protection of individual rights and the com-
think the principles of constitutional govern-
mon good
ment prospered in America?
Understands the concept of a constitution, the var-
(4)
6. What is "popular sovereignty"? Why is it
ious purposes that constitutions serve and the con-
important to the U.S. Constitution?
ditions that contribute to the establishment and
What is the origin of the word "democracy"?
7.
maintenance of constitutional government
What does it mean? In our society, what is the
Understands the central ideas of American consti-
different meaning between a "democrat" and a
(8)
tutional government and how this form of govern-
"Democrat"?
ment has shaped the character of American
C. Activity Reading and Discussion: Have students
society
read Emerging Democracies on page 8. Conduct
of Inquiry on
(12) Understands the relationships among liberalism,
a class discussion using the Points
republicanism, and American constitutional
page 9.
democracy
Does a constitution guarantee that a nation
1.
will treat its citizens justly? Why or why not?
7
5
2. Does respect for the rule of law guarantee that
Lesson 2: Constitutional
a constitution is democratic? Why or why not?
Limitations on
3. What do you think are the main factors that
distinguish a democratic from a non-democra-
Government
tic form of government?
4. Do you think there are economic, social, or
OVERVIEW
educational conditions that foster democracy?
In this lesson, students examine the different methods
If so, what are they?
the constitution uses to limit government. First, stu-
D. Small-Group Activity: Evaluating Constitutions
dents read and discuss an introductory reading about
Step 1. Divide the class into groups of 3-5 stu-
constitutional limitations on government. Next, stu-
dents.
dents read and discuss an activity reading on the
amendment process. Finally, in small groups, students
Step 2. Distribute Handout AEvaluating
role play a congressional committee discussing and vot-
Constitutions to each student. Review the
ing on a proposed amendment against flag burning.
instructions and answer any questions students
may have. Emphasize that all three questions on
OBJECTIVES
the handout require reasons for their answers.
Allow groups time to complete the activity.
Students will be able to:
Identify and explain four limits on governmental
Step 3. Go through each provision separately, call-
1.
power in the Constitution.
ing on different groups to report their answers to
the questions and allowing for discussion of each
Explain how the values and principles of the
2.
question.
Constitution have affected American society
Describe the nature and influence of liberalism.
3.
Evaluate a proposed constitutional amendment.
4.
STANDARDS ADDRESSED
National Civics Standards for High School
Understands the concept of a constitution, pur-
(2)
poses of constitutions, conditions leading to con-
stitutional government
Understands the central ideas of American consti-
(8)
tutional government and how this form of govern-
ment shapes American society
(12) Understands the relationship among liberalism,
republicanism, and American constitutional
democracy
Understands how the U.S. Constitution grants and
(15)
distributes power and responsibilities to national
and state government and how it seeks to prevent
the abuse of power
PREPARATION
In advance of the lesson, you might assign for review
the key words for this lesson from Handout Q You
will also need a copy of Handout B for each group.
8
6
3. What proposed amendments to the
PROCEDURE
Constitution do you know about? Do you
Focus Discussion: Ask students: "Do you think
A.
think any of them should be added to the
the government is too powerful? Why or why
Constitution? Explain.
not?" Hold a brief discussion.
D. Small-Group Activity: Burning the Flag
B. Introductory Reading and Discussion: Have stu-
Step 1. Divide students into groups of three or
dents read Constitutional Limitations on
four. Ask them to imagine that they are members
Government on page 10. Hold a discussion using
of a judiciary committee making recommenda-
the Points of Inquiry on page 12.
tions on a proposed amendment to the
What is liberalism? When did it arise? What
1.
Constitution.
did it influence? What other political meanings
"liberal"?
are there of the word
Step 2. Distribute a copy of Handout BBurning
2. Name four limits on governmental power as
the Flag to each group. Review the proposal and
laid out in the Constitution. How does each
instructions and answer any questions students
of the central
give rea-
one function to limit the power
may have. Make it clear that they are to
review the
government? All these limitations slow down
sons for their decisions. Tell them to
the process of government. Why do you think
article they just read to help them with the
the founders did this?
activity.
Aside from limiting government, what else
3.
Step 3. When they have completed the task, ask
does the Constitution do?
each group to present its decision to the class. Be
4. How have the values and principles of the
their recom-
sure to ask students why they made
Constitution affected American society?
mendation.
C. Activity Reading and Discussion: Have students
Step 4. Conclude the activity by taking a class vote
read The Amendmen Process on page 12.
on the flag-burning amendment.
Conduct a class discussion using the Points of
Inquiry questions on page 14.
1. What are two methods for modifying the
Constitution?
2. Why do you think the founders made the
Constitution so difficult to amend? Do you
agree that it should be? Why or why not?
9
7
Lesson 3: A Democratic
PREPARATION
In advance of the lesson, you might assign for review
Republic
the key words for this lesson from Handout Q You
will also need a copy of Handout C for each group of
3-5 students.
OVERVIEW
In this lesson, students explore the purposes of govern-
PROCEDURE
ment and the different democratic forms of govern-
Focus Discussion: Ask students: "Do you think
A.
ment. First, students read and discuss an introductory
our form of government is democratic enough?"
reading on this subject. Next, they read and discuss an
Hold a brief discussion.
activity reading on proposals to make America more
Introductory Reading and Discussion: Ask
B.
democratic. Finally, they role play a presidential com-
students to read the A Democratic Republic on
mission making recommendations on whether to
page 15. Conduct a class discussion using the
replace the electoral college.
Points of Inquiry on page 17.
1. Why do you think politics is found wherever
OBJECTIVES
people gather? What does politics help people
Students will be able to:
do?
Compare federal, confederal, and unitary systems
2. Why are political authority and government
L
of government.
necessary? What are some formal institutions
that have existed to exercise political authority?
Compare the parliamentary and shared powers
2.
How have people justified political' authority
systems.
historically? What do you think should justify
Compare republics and direct democracies and
3.
it? Why?
summarize arguments for and against each.
Compare and contrast the federal, confederal,
3.
Express an informed opinion on the nature and
4.
and unitary systems of government. What are
justification for political authority
the advantages and disadvantages of each?
Evaluate and justify a position on the electoral
5.
4. What is a system of shared powers? What is a
college.
parliamentary system? What do you think are
the advantages and disadvantages of each?
STANDARDS ADDRESSED
5. What is a republic? How does it differ from
National Civics Standards for High School
direct democracy? What are the main argu-
Understands about civic life, politics, and govern-
ments for and against each? In modern
(1)
ment
America, what is the different meaning of the
words "republican" and "Republican"?
Understands the major characteristics of systems
(5)
of shared powers and of parliamentary systems
C. Activity Reading and Discussion: Ask students
to read Making America More Democratic on
Understands the advantages and disadvantages of
(6)
page 18. Conduct a class discussion using the
federal, confederal, and unitary systems of govern-
Points of Inquiry questions on page 19.
ment
Do you think the initiative process should be
Understands alternative forms of representation
1.
(7)
adopted at the federal level? Explain.
and how they serve the purposes of constitutional
government
2. Do you think campaign finance reform is
necessary? Why or why not?
(12) Understands the relationships among liberalism,
republicanism, and American constitutional
Many times in our history it has been suggest-
3.
democracy
ed that the electoral college be changed. Why
do you think it never has been?
10
8