Bibliography: Democracy (page 585 of 596)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the I'm with Tulsi website.  Some of the authors featured on this page include Los Angeles. National Dissemination and Assessment Center. California State Univ, David Phillips, Thomas S. Popkewitz, Jacqueline Miller, Federal Security Agency Office of Education, Charles Brownewell, James N. Rosenau, Dorothy Adams, Jack E. Gray, and Berta Kernen.

Harrison, John S. (1983). Civics for ESOL Students, Grade 9. The curriculum guide for grade 9 civics instruction for students of English as a second language (ESOL) contains, in outline form, civics behavioral objectives and instructional units. Units of instruction cover American symbols, politicians, colonial Americans, principles of government, the Declaration of Independence, the Constitution, separation of powers, the legislative branch, the executive branch, the judicial branch, how a bill becomes law, the Bill of Rights, the Electoral College, other ideas related to the Constitution, and the rights and responsibilities of U.S. citizenship. Illustrations are included. Descriptors: Behavioral Objectives, Citizenship, Civics, Colonial History (United States)

Calhoun, Harold G.; Calhoun, Dorothy; Hatch, Roy W.; Cohen, Philip H.; Schramm, Rudolf (1937). Let Freedom Ring! Bulletin, 1937, No. 32, Office of Education, United States Department of the Interior. This volume of "Let Freedom Ring!" contains the scripts of the 13 national broadcasts of the radio series of that name presented in the spring of 1937 over the national network of the Columbia Broadcast System. In "Let Freedom Ring!" you will find the courage, the struggle, the triumph of men and women who fought to win and safeguard liberties expressed in the Bill of Rights. Written by Harold G. Calhoun and Dorothy Calhoun after extensive research, and edited by Leo Rosencrans and D. S. Allen, script directors of the project, "Let Freedom Ring!" was presented by the educational radio project of the Office of Education, in cooperation with the Columbia Broadcasting System and with the assistance of the Works Progress Administration. To these scripts material has been added that will facilitate the use of the scripts in two ways: As radio plays over the microphone or as plays of the radio type from the platform; and as supplementary material in the social studies. For the first purpose production notes have been prepared by the New York production unit director, Philip Cohen. In addition, directions for the musical background, including not only a list of specific compositions for vocal or instrumental use, but also of phonograph records which in an emergency may be used as suitable substitutes, have been prepared by Rudolf Schramm, music director, who either composed or arranged the music for original broadcasts. For the second purpose each script is accompanied by Lesson Aids which will greatly help in analyzing the historical and social content of the scripts for use in social studies classes and provide for pupils suggestive exercises which the ingenious teacher may expand to suit the situation. The lesson aids accompanying the scripts were prepared by Roy W. Hatch, head of the department of social studies of State Teachers College, Montclair, N.J., assisted by Samuel E. Witchell, instructor in social studies, State Teachers College, Glassboro, N.J. This volume of "Let Freedom Ring!" should be used in connection with Bulletin 1937, No. 33 (ED542620), of the Office of Education, which is a manual suggesting practical school and community for these scripts, and addressed to school administrators and teachers as well as to those persons in the community otherwise interested in producing radio or stage plays. The purpose of "Let Freedom Ring!" is the promotion of a study of our civil liberties as they were formulated in the Constitution of the United States. The scripts add to the clear statements of the Constitution a background of history and drama, and a foreground of current applications, which will, it is hoped, arouse and maintain school community and interest in that essential spirit of democratic freedom which was written so directly and vigorously into the Constitution of the United States by the founders of our Nation. Individual scripts contain footnotes and production notes. [This bulletin was edited by Harry A. Jager. Best copy available has been provided.]   [More]  Descriptors: Freedom, Civil Rights, Social Studies, Music

Robinson, Paul (1979). Are Social Education and Compulsory Education Compatible? Barely. A tension exists between the goals of social education and the nature of the compulsory school system. Compulsory education was established late in the 19th century as a response to the trend toward an urban industrial society. The industrial world required workers who were punctual, attentive, and quiet; thus, compulsory education was seen as a means by which children could be instilled with those attributes. Modern education continues to promote attitudes which reflect the establishment. Social studies was introduced as a field of instruction early in the 20th century. Ironically, its goals of conceptually-based teaching, inquiry, relevance to students, and valuing processes are rarely achieved in practical classroom situations. The tension between social studies and the educational system exists in their conflicting premises: the educational system stresses patriotic obedience and reliance on the present institutions of government, whereas social studies goals emphasize development of free-thinking individuals who are critical of all forms of statism and believe in flexible, decentralized, democratic forms of government. As a step toward reconciling differences between the two, teachers will have to regard teaching as a positive subversive activity; encourage students to critically examine conventional conceptions of politics, economics, and social issues; and support curricula that promote critical inquiry. Descriptors: Change Strategies, Compulsory Education, Conflict, Critical Thinking

Point Pleasant Beach Board of Education, NJ. (1968). United States History in the Secondary School. Government. This is one unit of the series described in SO 000 378. To insure that his unit will go beyond the general treatment of government thought in Civics or American History classes, emphasis has been placed on the methods of inquiry which will help the student achieve the self-realization of his own role in government. An examination is made into the roots of our heritage, the underlying values and goals of American Society, and the reasons for our basic beliefs. Some specific objectives are described: 1) to understand that local, state, and federal governments through control, regulation, and services affect the way we live; 2) to investigate the government role in finding solutions to continuing problems; 3) to understand the framework of the government, the relationship between federal and state powers, and the division of authority at each level of government; 4) to realize the survival of the democratic system depends on the active participation of all citizens; 5) to understand the right to dissent; 6) to investigate the ideas of Western Civilization that influenced the philosophy of government; 7) to grasp the flexibility of our constitution; and 8) to realize that a society cannot be organized or functional without laws.   [More]  Descriptors: Citizenship, Citizenship Responsibility, Civil Liberties, Democracy

Rosenau, James N. (1979). Toward a New Civics: Teaching and Learning in an Era of Fragmenting Loyalties and Multiplying Responsibilities. The author contends that conceptions of citizenship education must be updated to prepare students for participation in an increasingly interdependent, complex, and changing world. Good citizenship refers to the degree to which decisions regarding public affairs are undertaken self-consciously and purposively. Responsible citizenship involves a sensitivity to the ways in which decisions and actions may become part of the aggregative processes that give direction and structure to public affairs. Increasing interdependence has complicated the citizenship process through the advent of an era of scarcity, the growing demands of the disadvantaged for a redistribution of wealth, the mushrooming of subgroup loyalties and divisiveness in national communities, the declining capacity of governments to govern, and the shift of attention in world affairs from military-security issues to social-economic issues. Thus, education must provide students with the ability to assess unintended circumstances, see behavior as the result of role expectations, recognize patterned behavior and the social systems which create the patterns, differentiate historical trends from current dynamics, discern the limits of historical patterns, appreciate the power of industrialization and large-scale organizations, and know when to be outraged and when to suspend judgment. Descriptors: Citizen Role, Citizenship Responsibility, Civics, Decision Making Skills

Adams, Dorothy; Brownewell, Charles; Clark, Eleanor; Connolly, Thomas; Davis, Ruth; Gray, Jack E.; Kernen, Berta; Keyser, Frances; Miller, Harry; Miller, Jacqueline; Williams, Hazel (1941). America Builds a School System: A Short History of Education in the United States for Later Elementary and Junior High School Students. Bulletin, 1941, No. 12, US Office of Education, Federal Security Agency. This bulletin represents an innovation in U. S. Office of Education procedures in the writing of publications, since it has been produced by the cooperative effort of 12 students at Kent State University in Kent, Ohio, and their instructor in English. Because of the many requests from seventh- and eighth-grade rural school pupils for a brief history of education, it was thought desirable to have such a manuscript written simply rather than technically. "America Builds a School System", is the story of how schools came into being in these United States of America. A chronological table of significant events in American public education is appended. A bibliography is provided. (Contains 8 footnotes.) [This manuscript was edited by Berta Kernen, Louise Reitzel, and Wilma Leslie Garnett. Best copy available has been provided.]   [More]  Descriptors: Public Education, Democracy, Junior High School Students, Educational History

Johnson, Carol (1985). American Government. A High School Bilingual Supplement for Cambodian Students. A bilingual Cambodian-English supplement designed for high school courses in American government is intended to interpret the story of government's operation in a clear and interesting way and provide a vocabulary of frequently-used words and phrases. The lessons, in both English and Cambodian, cover the following topics : American government; the development and contents of the Constitution; the process of a bill becoming law; the principles, processes, and funding of State government, services, and courts; citizens' rights; local and city government; and the processes and requirements of becoming a permanent United States citizen. Illustrations, vocabulary lists and a glossary are also included. Descriptors: Cambodians, Citizenship, Civil Liberties, Constitutional Law

Popkewitz, Thomas S. (1974). How to Study Political Participation. How to Do It Series, Number 27. One of a series of pamphlets providing practical and useful sources of classroom techniques for social studies teachers, the concern of this issue is how to engage children in the study of political participation, attending to varied dimensions of political actions and approaches to analysis. The first of two sections discusses political participation in terms of citizen actions and informs the teacher of social organization and membership theory. The second section contains suggestions for study describing a variety of approaches which teachers can adapt or extend according to their instructional setting with upper-elementary or middle school students. The activities, for each of which a statement of purpose and an outline of activities is given, include the following: Initiating a dialogue on dilemmas of participation; Developing a comparative study; Observing participation in public meetings; Developing a political participation index: Developing a measure of political trust; and Developing a belief in influence scale. A two-part bibliography is first concerned with literature that focuses on political participation, discussions of democratic theory, and descriptive studies of participation, and secondly identifies curriculum projects, games, and miscellaneous agencies, publishers, and materials useful in planning further experiences. A related document is ED 083 057.   [More]  Descriptors: Bibliographies, Citizen Participation, Classroom Techniques, Democracy

Lowry, Howard F.; And Others (1943). Literature in American Education. This classic report on the relationship of literature and American education is an exposition of the importance of literature to the common man in a democratic society. No artificial distinction, the authors stress, is made between literature in the vernacular and literature in foreign languages. A defense of letters leads to a discussion of literature as the servant of the individual and of society. Other topics include how literature increases experience in human understanding in the quality of personal experiences, and in understanding the past. References to Hemingway, Sam Johnson, Donne, Jefferson, Arnold, Shakespeare, Montaigne, Milton, and Conant are often accompanied by selected commentary. The report attempts to liberate American education from the confines of pragmatism by illuminating intrinsic and eternal values of literary study.   [More]  Descriptors: American Culture, Authors, Democracy, Democratic Values

Banks, Samuel L., Ed. (1976). K-6 Social Studies Skills for the Human Behavior and Urban Studies Program. This guide was developed to aid elementary students deal with life experiences through skill development. Major skills stressed are: locating, organizing, and evaluating information; acquiring information through listening, observing, and reading; communicating orally and in writing; interpreting pictures, charts, graphs, and tables; and working with others. Arranged according to grade level and to a hierarchy of skills, each section lists major and sub-skills to be developed, behavioral goals, and sample activities. Activities at the kindergarten level include naming family members, dramatizing emotions, studying ethnic groups, studying national symbols, and preparing a "family booklet." At grade one, students learn cardinal directions, study maps, service professions, and ethnic groups, and categorize consumers and producers. Grade two emphasizes visits by police and fire officials, team based games, and a study of urban neighborhoods. Grade three students use library references, take walking tours through new developments and blighted areas, and research the names of city leaders. At grade level four, students study West Africa, the lives of the Cherokee and Choctaw Indians, world food production, assembly line production, and credit buying. Grade five activities focus on a study of racial prejudice. Students analyze television programs and study the state and national constitutions. Grade six examines discrimination, drug abuse, crime, citizen participation in government, and the democratic process. Descriptors: Communication Skills, Consumer Education, Democracy, Democratic Values

California State Univ., Los Angeles. National Dissemination and Assessment Center. (1982). You and Beyond. Culture and Social Organization Booklet 2. Teacher's Edition=Tu y mas alla. Cultura y organizacion social libro 2. Manual para El Maestro. The booklet is part of a grade 10-12 social studies series produced for bilingual education. The series consists of six major thematic modules, with four to five booklets in each. The interdisciplinary modules are based on major ideas and designed to help students understand some major human problems and make sound, responsive decisions to improve their own and others' lives in the global society. Students are taught to: (1) comprehend and analyze the issue and synthesize their understanding of it; (2) effectively interpret the topic and clarify their values; and (3) participate in activities stressing development of critical reading and expository writing skills and use and interpretation of illustrations, graphs, and charts. Each booklet is published with Spanish and English on facing pages. A "student edition" (not included here) and the "teacher's edition" are identical, except for occasional marginal notes in the latter. This booklet focuses on social institutions in education, government, and the economy. Case study topics include: the mental and emotional stresses of a Puerto Rican girl transferring from parochial to public school; the perspectives of four types of government decision-making (elite, bureaucratic, coalitional, and participant); and the economics of starting a business, including production, distribution, and consumption and the need for formal organization for efficiency. A glossary and a resource list are included.   [More]  Descriptors: Bilingual Instructional Materials, Bureaucracy, Decision Making, Democracy

Phillips, David; And Others (1996). Education for Reconstruction. This report describes the main questions that various international agencies must address in order to reconstruct education in countries that have experienced crisis. "Crisis" is defined as war, natural disaster, and extreme political and economic upheaval. Many of the problems of educational reconstruction with which the Allies contended in Germany after World War II are currently mirrored in postconflict situations today. There is the need to plan adequately for the human and physical resources that would be required; to purge the teaching force of people with unsuitable political involvement; to encourage democratic processes while not appearing to impose such processes; to develop new teaching styles and materials; and to create a climate in which longer-term reform might be possible. The report focuses on the restoration of physical aspects (buildings, facilities, water and electric sources, and environmental safety); ideology (democratic processes); psychological well-being; education materials and curriculum; human resources; and the development of survival and lifelong skills. The report describes the organizational framework for reconstruction used by UNESCO's Unit for Educational Rehabilitation and Reconstruction at the national, local, and institutional levels. Appendices contain case studies of reconstruction efforts in Bosnia and Rwanda.   [More]  Descriptors: Democracy, Developmental Programs, Educational Facilities, Elementary Secondary Education

Solomon, Robert; Solomon, Jon (1993). Up the University: Re-creating Higher Education in America. This book advances an argument for how to restructure public higher education in the United States. Among the authors' suggestions are: instituting an open-admissions policy to allow more people an opportunity for a college education; encouraging high school students to delay their college education until they are emotionally and academically ready; eliminating dissertations as a requirement for receiving a Ph.D; and instituting student–not peer–professor evaluations. Part I reexamines the mission of the university in a democratic society. Part II looks at various models for the university as the marketplace of ideas. Part III analyzes types of university communities. Part IV examines the students and their role. Part V describes students in an open university. Part VI discusses higher education and career preparation. Part VII begins an examination of teaching and its importance. Part VIII covers good and bad teaching and how to encourage good instruction. Part IX describes an "open classroom" model. Part X takes on teaching values, minimizing politics, and student teacher relations. Part XI discusses course content and includes the Great Books debate, the role of popular culture studies, and related issues. Part XII explores the "political correctness" controversy. Part XIII explores college faculty and their roles. Part XIV makes an argument for an "open university" format for higher education. Part XV suggests eliminating tenure. Part XVI discusses government college relations. Part XVII suggests how to cut costs. Includes an index, notes and a 61-item bibliography. Descriptors: Access to Education, College Faculty, College Instruction, College Role

Office of Education, Federal Security Agency (1951). Life Adjustment Education for Every Youth. Bulletin, 1951, No. 22. A number of conditions are responsible for the disparity between the widely held educational ideal and the disturbing fact that even today about 30 percent of the youth do not even begin high school and 30 percent more do not complete the work begun. Foremost among the deterrents to high-school attendance are: The need or the desire to help earn income; lack of funds, clothing, or similar problems of the pupils; inaccessibility of suitable schools and courses of instruction; and finally, failure of too many schools or teachers to provide high-school instruction having sufficient meaning, value, and appeal to the pupils and their parents to overcome deterrents to high-school attendance. It has been abundantly demonstrated that almost any apparent block to high-school attendance can be overcome where there is an all-impelling interest in doing so. The last-named factor, therefore, entails all of the others. It is this factor–namely, the development, try-out, and spread of programs of instruction which will have greater, value, meaning, and appeal to more of the youth of high-school age–which is the major concern of this report and the regional and national conferences to which it relates. This report consists of three major parts: Part I explains the purposes and proposed activities of the recently appointed Commission on Life Adjustment Education for Youth; part II describes the origin, composition, and recommendations for the National Conference on "Life Adjustment Education" (Prosser Resolution authored by Charles A. Prosser) held in Chicago, May 8-10, 1947, preceding the appointment of the commission; and part III presents "Common Understandings for a Program of Action." The purpose of parts I and II is to provide information on the steps thus far taken as a result of the Prosser Resolution (quoted in full early in part II); part III represents an effort to show illustratively what the resolution means in terms of problems and changes to be faced by American secondary education. Three appendixes present: (1) An Emphasis Upon Reality; (2) The Role of Practical Arts Education; and (3) Educational Leaders Attending the National Conference. (Contains 81 footnotes.) [Prepared in the Division of Secondary Education and the Division of Vocational Education. The following staff members were responsible for formulating this final report: J. Dan Hull, Walter H. Gaumnitz, and Grace S. Wright. Best copy available has been provided.]   [More]  Descriptors: Vocational Education, Practical Arts, Democracy, Secondary Education

Jarvis, C. D. (1916). Gardening in Elementary City Schools. Bulletin, 1916, No. 40, Bureau of Education, Department of the Interior. The widespread interest in gardening directed by the schools, especially in cities, suburban communities, and manufacturing districts, stimulated by the activities of the Bureau of Education, has created a demand for some comprehensive statement of the best means of organizing and directing this work, to the end that the largest possible educational and economic results may be obtained. This bulletin was prepared for the benefit of school officials and others who are interested in the promotion of gardening in the elementary schools of towns and cities. It attempts to show briefly: (1) Why gardening should be introduced into the schools, including vocational guidance, uniting home and school, recreation, and other topics; (2) How gardening may be introduced into the schools, addressing who should control children's gardens, kinds of gardens, instruction and supervision, and financing the work; and (3) How gardening may be promoted by the schools, covering procuring land, selection of crops, keeping records, and other issues. While the study is based more upon expressed opinions than upon a statistical inquiry, an attempt, nevertheless, was made to gather some information regarding the status of gardening in the schools. A letter of inquiry was directed to superintendents of all cities having a population of 5,000 or more. Replies received from 820 superintendents helped inform the development of this document. (Contains 3 plates, 7 figures, and 10 footnotes.) [Best copy available has been provided.]   [More]  Descriptors: Gardening, Career Guidance, Suburbs, Urban Schools

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