ERIC Number: ED254444
Record Type: Non-Journal
Publication Date: 1984-Sep
Reference Count: N/A
Taking Part: An Elementary Curriculum in the Participation Series.
Klubock, Dorothy, Ed.; And Others
One of a series of teacher-developed curriculum guides intended to encourage active student participation and involvement in important social issues, this elementary level guide provides children with an age-appropriate understanding of the process of political elections. Students are encouraged to become aware of what is happening around them during the months leading up to an election. Helping children see that individuals can make a difference by participating in the political process enables them to envision their own future roles as citizens in a democratic society. "Empowerment," a key concept throughout the guide, is the focus of chapter I, which explores ways in which children experience their own and other's participation in the world. Chapter II looks at learning activities and classroom structures that give children the direct experience of responsible participation in their everyday world. Chapter III examines a number of models for group decision-making and provides opportunities for students to try out each of them. Chapter IV presents activities to help children understand and participate, in developmentally appropriate ways, in the events taking place around them during an election. The final chapter focuses on issues and areas where children's efforts can contribute to making the world around them a better place. (LH)
Descriptors: Citizen Participation, Citizenship Education, Decision Making, Elections, Elementary Education, Learning Activities, Politics, Simulation, Social Action, Social Responsibility, Social Studies, Student Participation, Teacher Developed Materials, Units of Study, Voting
Educators for Social Responsibility, 23 Garden St., Cambridge, MA 02138 ($7.50, plus $2.50 postage and handling; 15% discount for 10 or more).
Publication Type: Guides - Classroom - Teacher
Education Level: N/A
Audience: Teachers; Practitioners
Sponsor: Deer Creek Foundation, St. Louis, MO.
Authoring Institution: Educators for Social Responsibility, Cambridge, MA.