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PaigeDeathe
JoeOBrien
C&T762
September17th,2013
SocialStudiesPositionPaper
WhenthinkingbacktowhatsomeonelearnedinhighschoolSocialStudiesclasses,
whatcomestomind?MostpeoplewouldrespondwithitemssuchastheAmericanRevolution,
slavery,theGreatDepression,etc.Thelistcouldcontinueforpagesaspeopleregurgitateexactly
whatwouldbeonthetest.Now,asksomeonewhatheorshewastaughtaboutcitizenshipand
whatitmeanstobeacitizen?PerhapsyoumayseeanswerslikebeingbornintheUnitedStates,
voting,havingadriverslicense,runningforoffice,etc.Theseresponsesareallveryrelevant,
yettheybarelytouchthesurfaceofcitizenshiptrulymeans.Fordecades,teachershaveingrained
thebasicdefinitionofacitizenis,althoughwhatacitizendoeshasbeenignoredforentirely
toolong.Astheworldbecomesevenmoregloballyconnected,ourfutureleadersmust
understandwhatbeingacitizenentailsatthelocal,state,national,andgloballevelentails.In
orderforteacherstoincorporatecitizenshiplessonsasapartoftheircurriculum,theyneedto
embracethenewsetofstandardscalledtheCollege,Career,andCivicLifeFrameworkfor
InquiryinSocialStudiesStateStandards.
Addressingtheideaofcitizenshipintheclassroomcanbechallengingforseveral
reasons.First,thescopeofsocialstudiesissobroadthatteachersmaybeunsureofhowto
incorporateit.Second,therearemanyvaryingdefinitionsofcitizenship.Lastly,statestandards
inthepasthavenotrequiredteacherstoincludecitizenshipinthecurriculum.Luckily,social

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studiesteachersacrossthenationwillhavetheopportunitytodevelopcivicleadersintheirown
communities.AsstatesbegintoadoptanewsetofCommonCoreStandards,socialstudies
teacherswillbeginusingtheCollege,Career,andCivicLifeFrameworkforInquiryinSocial
StudiesStateStandards,alsoknownastheC3Standards.Teachershadalreadybeenpreparing
studentstobecollegeorcareerboundbutnowareaddressingalifelongcomponentthatistitled,
civiclife.InordertounderstandthesignificanceoftheC3Standards,itisvitaltoaddressthe
historyofcitizenshipeducation;howtheywillchangetheclassroom;andspecificexamplesof
citizenshipeducationalreadyoccurring.
Theideaofcitizenshipeducationhasslowlybeenemerginginclassroomsandschools
forthepastfewdecadesalthoughtheconceptisnotentirelynew.AfamousmaninUnitedStates
historynamedThomasJeffersonstatedthesignificanceofeducatingcitizensonwhatdemocracy
was(Torney-Puerta, Schwille, Amadeo,574).Thisresponsibilityofdevelopingcitizensthrough
civiceducationhasprimarilybeengiventothoseintheeducationsectorasthenumberof
adolescencegoingtoschoolandtheageatgraduationcontinuedtoincreaseoverthe20thcentury.
The20thcenturyalsosawamultitudeofchangesattheglobalanddomesticlevels;attheglobal
level,increasedinterdependenceineconomic,political,cultural,andcommunicationsystems
(Torney-Puerta, Schwille, Amadeo,572).Domestically,peoplehadbecomewaryofpoliticians,
sawdecliningvoterturnouts,increasedsalarygapsbetweenrichandpoor,schoolsafety,anda
greatlevelofconcernonhowtohandletherevolutionincommunicationtechnology(TorneyPuerta, Schwille, Amadeo,572).Additionallywiththeincreaseofsingleparenthomesand
multipleworkingparents,theschoolsnaturallyassumedtheroleofdevelopingthekey
characteristicsofagoodcitizen.However,definingthosecharacteristicsandhowto

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implementthemhasbeentheongoingproblem.The1990swasakeydecadeinfinally
implementingciviceducationorothertimesreferredtoascitizenshipeducation,character
education,orservicelearning.
Duetothelackofstandardsoncitizenshipeducation,teachersessentiallydevelopedtheir
owncurriculum.Accordingtoastudycompletedinthelate1990sbytheInternational
AssociationfortheEvaluationofEducationalAchievement(IEA)thatanalyzedCivicEducation
in24countries,teachersprovidednumerousexamplesofhowtheyintegratedcitizenshipinto
theirclassrooms.Mockpresidentialelectionsandhearings,leadershiprolesinextracurricular
activities,studentgovernment,CitizenoftheMonth,andservicelearningactivitiesareafew
oftheprogramsteachersandschoolshadimplemented.Ironically,accordingtoastudy
completedin1988,52%of12thgradestudentsstatedtheyhadneverparticipatedinmock
elections,councils,ortrials(Torney-Puerta, Schwille, Amadeo, 578).Whilethestudylisted
multiplewaysforstudentstobecomeengagedcitizens,manyoftheactivitiesoccurredoutsideof
theschooldayandthoseparticipatingmostlikelyarealreadyactivelyengagedintheir
community.
Theotherkeycomponentofunderstandingtheissueswithcitizenshipeducationinthe
pastistolookatthecurriculum.Aspreviouslystated,themajorityofteachingsinhistoryand
governmentarebasedonthedevelopmentoftheUnitedStatesorstudentrights,astheybecome
adults.Thereportstates,
Most of the students reported learning about the United States Constitution and its
amendments, especially the Bill of Rights. Several stated they had learned about 'checks
and balances' and some history behind the Constitution, such as the Magna Carta, the
Declaration of Independence and the Articles of Confederation. In regard to citizens'

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rights and responsibilities, most students mentioned voting either as aright that people in
some 'other countries don't have or as a responsibility. They mentioned jury duty and, in
case of war, serving in the military as responsibilities. Students noted that rights included
the right 'to have whatever religion you want, to free speech and to bear arms' (TorneyPuerta, Schwille, Amadeo, 579).
Even though this study is over a decade old, I believe the results would be very similar because it
seems todays students are studying exactly what their parents did. Of course, in history there are
key events that need to be addressed but the key component lacking from the social studies
curriculum is how todays students can actually use what they have learned in their day-to-day
life. Sure, students understand that serving on jury duty or going to war are the responsibilities of
a citizen but could they really describe characteristics of a good citizen? Could they suggest
ways of being a responsible citizen in their community? This disconnect of citizenship education
in the past has several layers; first, the curriculum does not support how to be a citizen, and
second, teachers thought they were instructing students on citizenship but either the majority of
students did not understand the concept or that it even applied to them. Maybe this occurs
because the curriculum is so focused on the state and national levels, it never crosses a students
mind that, Hey, this is something that I could use? As the C3 standards make their way into the
classroom, the goal is that students begin to understand they are the citizens who make up the
community, state, nation, etc. instead of believing it only applies to some far away politician in
Washington.
With the introduction of the new standards, I believe that a clear and concrete definition
of citizen needs to be defined. There are so many variations and buzzwords related to citizenship

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that it can be confusing, even for teachers in the field. An article on diversity and citizenship
education by James Banks discusses the lack of clarity in the terms,
Acitizenisanindividualwholivesinanationstateandhascertainrightsandprivileges,
aswellasdutiestothestate,suchasallegiancetothegovernment.Citizenshipisthe
positionorstatusofbeingacitizen.Koopmansetal.(2005)definecitizenshipasthe
setofrights,duties,andidentitieslinkingcitizenstothenationstate(Banks,129).
Thesedefinitionsarethebarebonesandbasicsofwhatbeingacitizenandcitizenshipdemand
buttheyfailtodescribeitssignificanceintheUnitedStates.Thisdefinitionwouldbeapplicable
inalotofcountriesasitdoesnottellthetruestory;theresponsibilitiesofacitizenaregoingto
bevastlydifferentandstudentsneedtorealizehowtherulesdifferineachcountry.Instead,
teachersshouldintroducethetopicofcitizenshipwithtwoapproaches.
Thefirstwaywouldbetohavestudentscreatetheirowndefinitionofcitizen.Mostlikely
theywillstatetheobvioustopicssuchasvoting,military,etc.Atthatpoint,theteachercan
explainthebasicdefinitionofcitizenandcitizenship,inordertoshowtheglobalmeaning.
Oncestudentshavegraspedthatidea,IwouldintroducetheworkofJamesA.Banks.He
developedfourlevelsofcitizenshipthatapplytostudentsandtheirfamilies:
Legalcitizenship,themostsuperficiallevelofcitizenshipinthetypology,appliesto
citizenswhoarelegalmembersofthenationstateandhavecertainrightsandobligations
tothestatebutdonotparticipateinthepoliticalsysteminanymeaningfulways.
Minimalcitizenshipappliestothosewhoarelegalcitizensandvoteinlocalandnational
electionsforconventionalandmainstreamcandidatesandissues.
Activecitizenshipinvolvesactionbeyondvotingtoactualizeexistinglawsand
conventions.Activecitizensmayparticipateinprotestdemonstrationsormakepublic

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speechesregardingconventionalissuesandreforms.Theactionsofactivecitizensare
designedtosupportandmaintainbutnottochallengeexistingsocialandpolitical
structures.
Transformativecitizenshipinvolvescivicactionsdesignedtoactualizevaluesandmoral
principlesandidealsbeyondthoseofexistinglawsandconventions.Transformative
citizenstakeactiontopromotesocialjusticeevenwhentheiractionsviolate,challenge,
ordismantleexistinglaws,conventions,orstructures(Banks,136).
Withthatknowledge,studentsshouldbeabletoselfevaluatethemselvestofigureoutwhattype
ofcitizentheyare.Asateacher,itisvitaltoemphasizethateventhoughstudentsarenotadults,
theycanstillbeactiveortransformativecitizens.Introducingthisideaofcitizenshipallows
studentstocomprehendthenotionofhelpingothersinthecommunityaroundyou.Formany
schools,itappearsthatwhenstudentsarerequiredtocompletecommunityservicetograduateor
forotherincentivestheylacktheabilitytoreflectontheirwork.Instead,itisviewedasanother
steppingstonetomoveontothenextlevel.Byimplementingcitizenshipprogramsinschools,it
ispossibletohaveastrongerschoolandlocalcommunity.
Inanidealworld,everystudentwouldreachthelevelofbeingatransformativecitizen.
However,weknowthateachcommunityhasawiderangeofcitizenswithvaryingengagement.
Thegoalshouldbeforthemajorityofstudentstobecomeactivecitizens,withhopesofreaching
thetransformativestage.Whendevelopingacitizenshipcurriculum,theschoolcommunitymust
havestaffthatissupportiveandwillingtopromotethecurriculum.Whenstudentsnoticethere
arepoorleaderswithintheschool,theirlevelofengagementwilldecreaseaswell.Additionally,
thereneedstobeanequalbalanceofprogrammingthatoccursintheclassroom,withinthe

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school,andwithinthecommunity.Ifthediscussiononlyhappensduringclass,willtheideas
everspreadtothecommunity?Andiftheactivitiesonlyoccurafterschool,willtheless
engagedstudentsbeinvolved?
Therearenumerousresearcharticlesthatprovideexamplesofcitizenshipactivitiesthat
couldbeimplementedintheclassroomandcommunity.Theresearch,however,hasprovidedus
withmixedreviewsontheeffectivenessofcitizenshipeducation.Regardlessoftheresults,asa
mentortostudents,Ibelieveitisourresponsibilitytoassistinthedevelopmentofadolescents.If
theschoolsystemdoesnotfosterasenseofcommunity,whowill?AnarticlebyJoel
WestheimerandJosephKahnetitled,WhatKindofCitizen?ThePoliticsofEducatingfor
Democracylooksatdatafromtwoprogramsthatconductedcitizenshipeducationintheir
schools.Inagovernmentclass,theteachertookatransformativeapproachandhadstudents
investigaterecyclingprogramsandpossiblejobsforprisoners(WestheimerandKahne,249).
Thefindingswerepresentedtothecommunityandactuallyhadameaningfulimpact.The
studentstookprideintheirprojectsandfeltliketheyhadmadeadifferenceasTeresastated,
Ikindoffeltlikeeverythingthatwehadbeentaughtinclass,howthewholegovernment
worksWegottolearnitandwegottogooutandexperienceit.Wesawthings
happeninginfrontofuswithintheagency.Ithinkitwasmoreusefultoputittogether
andseeithappeninginsteadofjustreadingfromabookandlearningfromit
(WestheimerandKahne,249).

Statementssuchasthosearewhateveryschoolhopestohearfromstudents.Schoolisnolonger
seenasaplacetositandlearnforsevenhoursbutinsteadaplacetodeveloptheirskillsand

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ideallymakeadifferenceinthecommunity.Anotherschooltookastrongsocialjusticeapproach
andlookedatissuessuchas:whetherSATexamswerebiased,examiningthelaborpractices
wheretheathleticuniformsweremanufactured,andtheinadequateeducationprogramsat
juveniledetentioncenters(WestheimerandKahne,249).Ibelieveanysocialstudiesteacher
couldeitherincorporateordevelopacurriculumsimilartothoseinthearticlewiththesupportof
administrativestaffandfellowteachers.Thelistofactivitiestodevelopactivecitizensis
endless;listedbelowareafewexamplesofsimpleyeteffectiveevents:

Toydrive
Fooddrive
Soupkitchen
Rakeleaves
Shoveldriveways

Visitingthenursinghome
Coatdrive
Readtoelementarystudents
Tutoring
Volunteeringattheanimalshelter

Nowthatthehistory,definition,andexamplesofcitizenshipeducationhavebeen
defined,
analyzingthenewC3standardsispossible.Collegeandcareerreadinessisabuzzwordthat
anybodyinvolvedineducationatthemomenthasheardmultipletimes.Thethirdcomponent,
civiclife,addsanotherleveltohowstudentsarepreparedforlifeaftersecondaryeducation.
Asapersonheavilyinvolvedinthesocialsciences,Ibelieveitiscrucialthatourstudentsare
trainedto,developquestionsandplaninvestigations;applydisciplinaryconceptsandtools;
gather,evaluate,anduseevidence;andworkcollaborativelyandcommunicatetheirconclusions
(Vision,3).Theguidelines,ortheinquiryarcisopenenoughforteacherstoplantheirlessons
basedonthestepswithouthavingtosacrificecreativityasateacher.Ialsolikethatthereisan
inquiryarcforeachdisciplineinsocialstudies(civics,economics,geography,andhistory).With
theproperlearningenvironments,studentswillbeabletoflourishpastlearningthebasiccontent

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knowledgeforasubject(Vision,5).IfteachersarehesitanttoimplementC3intheirclassrooms
andcontinuewithstatusquo,theyaredoinganinjusticetotheirstudentswhoallhavethe
potentialtobesuccessfulcitizensandleaders.
AlthoughIamnotcurrentlyteachingintheclassroom,IbelievethatseveraloftheC3
standardsandthenotionofcitizenshipeducationcouldapplytomyposition.InUpwardBound,
weencouragestudentstogetinvolvedinextracurricularactivitiesandtakeonleadership
positionsinandoutofschool.Weencouragestudentstobuildtheirresumesandbemore
marketableforscholarships,whichisimportant,butIwanttoconveythemessagethatbeinga
bettercitizenshouldoccuroutofthekindnessoftheirhearts.Attheendofthedayitfeelspretty
goodtoknowyougenuinelywanttohelpothers.Mytargetschooldistrict,KansasCity,Kansas
PublicSchoolshastakenafewstepstoencouragecitizenship,althoughnotentirelyfortheright
reasons.Everystudentinthedistrictisgivenalaptopfortheschoolyearandtoavoidpayingthe
insurancedeductible,astudentcancompleteeighthoursofcommunityservice.Iamgladtosee
theyareencouragingstudentstovolunteerbutIbelievetherearealternativewaysoffostering
thatbehavior.Again,theseactivitiescanoccuroutsideoftheschooldayandcanbedeveloped
byteachersorcommunityleaders.Asoursocietygrowstobemoredependentontechnology,we
arethegenerationresponsibleformakingsuretheycontinuetobeengaged,socialcitizens.
Rubric for Issue Analysis and Application Paper
Not Met
(0-6 pts)

Clear & Consistent - your explanation of each aspect (i.e. historical

roots, contemporary context,...) of the paper and the connections
among them are easily understood. There is little need to pose
questions to you to find out what you meant in any given passage.
This is not to say that your ideas themselves might not provoke
questions. Each part of your position on the issue and comments
about it are consistent with the rest of your statements and with the

Emerging
(7-12pts)

Satisfied
(13-18 pts)

Fully Met
(19-20)

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information provided. Your position on the issue is supported by the
connections you make (or do not make) to the historical context,
contemporary context,.... In those instances where there are
inconsistencies, they either are explained or the reason(s) for the
inconsistencies is apparent.
Concise/Comprehensive - the position statement is to the point, and
yet adequately explains all the points laid out in the writer's opening
statement(s). (Caution: do not introduce a new point midway
through the statement, for example, so as to better explain your
position, and then fail to tie this point in with the rest of your
statement - while your paper might prove more comprehensive, you
may lose some conciseness and consistency.)
Reasonable - this criterion is two-pronged. First, this criterion
reflects the synthesis of the first three criteria. As the writer, you have
taken a position on an issue and have provided a well-organized
argument for it. Second, your arguments are sound and are backed
up with experience and research/theory.
Well Researched the paper is well researched and referenced. The
references are balanced, provocative and appropriate. The issue is
well described and your position is supported by your research. You
must draw upon a minimum of five relevant, substantial references.
Practical - your explanation of the appropriateness of the issue for
student learning must reflect some awareness of your content area,
middle and secondary students, and a school setting.
Total

Works Cited

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Banks, J. A. "Diversity, Group Identity, and Citizenship Education in a Global Age." Educational
Researcher 37.3 (2008): 129-39. Sage Journals. Web. 04 Sept. 2013.
Torney-Puerta, Judith, John Schwille, and Jo Ann Amadeo. Civic Education Across Countries:
Twenty-four National Case Studies from the IEA Civic Education Project. Rep. no. 431705. N.p.: n.p., 1999. ERIC. Web. 3 Sept. 2013.
Vision for the College, Career, and Civic Life (C3) Framework for Inquiry in Social Studies State
Standards: Guidance for States to Use in Enhancing Their Standards for Rigor in Civics,
Economics, Geography, and History in K-12 Schools. Rep. ERIC document reproduction
service no. ED542755. ERIC, n.d. Web. 04 Sept. 2013.
Westheimer, J., and J. Kahne. "What Kind of Citizen? The Politics of Educating for Democracy."
American Educational Research Journal 41.2 (2004): 237-69. Print.