civic education topic for primary 5

CIVIC EDUCATION

TITLE: LESSON NOTE ON CIVIC EDUCATION

SUBJECT: CIVIC EDUCATION

THEME: OUR VALUES

TERM: SECOND TERM

WEEK: WEEK 2

CLASS: PRIMARY 5/ BASIC 5

NAME OF TEACHER:

DATE:          

AGE OF STUDENTS:

CLASS COMPOSITION: Slow and fast learners.

DURATION: 40 MINUTES

TOPIC: CIVIC EDUCATION

PERFORMANCE OBJECTIVES

At the end of this discussion in this unit, students should be able to know:

• Meaning of civic education
• Components of civic education
• Why we study civic education
• Importance of civic education

TEACHING AND LEARNING MATERIALS

• Writing materials
• Whiteboard/ chalkboard
• Interactive poster
• Interactive video

REFERENCE MATERIALS

• Lagos State Civic Education Scheme of Work.
• Universal Basic Education Curriculum.
• NERDC Basic Education Curriculum for Primary Schools
• Unified Schemes of Work Primary Schools for Civic Education (MIDDLE BASIC)
• Nigeria Educational Research and Development Council (NERDC)
• Edudelight Civic Education Text Books for Primary Schools

ENTRY BEHAVIOUR/ PREVIOUS LESSON :

WORD FILE: amenities , electricity.  

                              CONTENT OF THE LESSON

MEANING OF CIVIC EDUCATION

Civic education is the study that makes us understand the right of a citizen, his duties and responsibilities to himself, society and the activities of government it is also the study of Government to ensure they provide basic amenities for the citizens such as electricity, market, good road, water, and health. Etc.

Since we are in democratic government, we have the following right as human

• Right to life
• Freedom of movement
• Freedom of association
• Freedom of speech

OUR DUTIES AS A CITIZEN

• Obedience to authorities
• Respect for the constitution
• Payment of taxes , fine and rates
• Respect for constitution
• Respect for national symbols

COMPONENTS OF CIVIC EDUCATION

The following are the component of civic education

• Cultural component: Civic education helps us to value, respect our culture and know the importance of culture and also to accommodate and tolerate people with other culture.
• Social component: civic education instruct  us on how to live peacefully, cooperate, and assist one another in the society and also join other social activities like naming ceremonies, wedding .
• Political Components: this part of civic education helps us to know about the duties of our political leaders and government.
• Economic Component: it deals with how to produce and spread out goods and services to people in the society. That is making use of available resources of the nation.
• Legal Component: it makes us to know the laws of the land using the constitution and helps us to know the rights as a citizen.

WHY WE STUDY CIVIC EDUCATION

The following are the reasons why we study civic education

• To know the rights of the citizen from the government.
• To know the right and duties of citizens
• To respect and obey our rulers and elders.
• To help promote public education and awareness
• To know the importance of loving and supporting the government

IMPORTANCE OF CIVIC EDUCATION

The following are the importance of civic education

• To be aware of our rights as citizens.
•  To develop good citizens.
• Makes governance easy.
• To know about government policies and programmes.
• To maintain peaceful and orderly and stable environment.
• To makes us understand our society.

PRESENTATION

• The Teacher revises the previous term lessons ( FIRST TERM CIVIC EDUCATION SCHEME OF WORK FOR PRIMARY FOUR (4 ).
• Teacher leads the pupils to understand the topic: CIVIC EDUCATION .
• She/he explain the components of civic education.
• He/she explains why we study civic education.
• .Teacher leads pupils to mention the component of civic education.

EVALUATIVE ACTIVITIES

• What is the Meaning of civic education
• Mention three Components of civic education
• List three reasons Why we study civic education
• Mention three Importance of civic education

CONCLUSION: the teacher summarize the lesson.

PREVIOUS LESSON: HOUSE CONSTRUCTION

NEXT LESSON: OUR RIGHTS

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Third Term Civic Education Plan Lesson Notes According to the the Lagos State Scheme of Work for Primary 5 (Basic 5) Lesson Notes

CIVIC EDUCATION

THIRD TERM PLAN LESSON NOTES

ACCORDING TO THE THE LAGOS STATE

SCHEME OF WORK FOR PRIMARY 5 (BASIC 5)

FIRST TERM CIVE  WEEKLY PLAN LESSON NOTES

WEEK 1 – Second Term Plan Lesson Notes

WEEK 2 – Our Duties and Obligations to Government – Duties of Pupils in a School and Duties of Children in a Family (Primary 5)

WEEK 3 – Duties and Obligations of Citizens to Government (Primary 5)

WEEK 4 – Representative Democracy and Social Injustice – Meaning and Importance of Pressure Groups (Primary 5)

WEEK 5 – Communicating Social Injustices to Leaders (Primary 5)

WEEK 6 – Advantages and Disadvantages of Pressure Groups (Primary 5)

WEEK 7 – Agencies Responsible for Enforcing Drugs and Functions of Drugs Laws Enforcement Agencies (Primary 5)

WEEK 8 – As in Week 5 WEEK 9 – Meaning and Characteristics of Civil Society (Primary 5)

WEEK 10 – Some Civil Society Organizations in Nigeria (Primary 5)

WEEK 10 – How to keep our dirty clothes clean and Items used for keeping our clothes (Primary 5) WEEK 11 –  Third Term Scheme of Work and Plan Lesson Note for Civic Education

WEEK 12 –  Third Term Examination (All Subjects)

DOWNLOAD – National Values Education (NVE) – New Lagos State Unified Scheme of Work for Primary 4 – 6 2021 Edition

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Lesson Notes By Weeks and Term - Primary 5

Instructional materials

Content of the topic.

Pressure Groups

Back to: Civic Education Primary 5

Glad to have you in class today.

PRESSURE GROUPS

Meaning of Pressure Groups

Social justice refers to a situation in which everyone in a society is treated fairly. It refers to the equal distribution of the advantages and disadvantages of the society to everyone.

Different groups have their own ideas of what social justice means. Generally, these groups want people to be treated fairly in all aspects of life. They want people to enjoy their rights and they wish to correct the ills of the society.

Whenever they feel a section of the society is being treated unfairly, they take actions to remedy the situation.

In a general sense, these groups which try to ensure social justice are called pressure groups .

A pressure group is an organisation that tries to persuade the government to do some particular things. It also tries to make the ordinary people see things from its own point of view in order to support its course.

Communicating Social Injustice to Leaders

Pressure groups try to get the attention of the government (and the people) by doing the following things:

• Organizing seminars to which they invite government officials and members of the public.
• Organizing public rallies.
• Calling press conferences: They invite journalists and explain their objectives to them. The journalists would then publicize those objectives so that people would know and understand them. This would make more people support the cause of the pressure groups.
• Placing advertisement in newspapers, magazines, and on radio and television.
• Distributing handbills.
• Putting up billboards.
• Organizing discussions and phone-in programmes on radio and television.
• Organizing strike actions.
• Organizing public debates.
• Sometimes, prominent government officials who support pressure groups could resign their appointment from government to show their support for the pressure group.

Examples of Pressure Groups in Nigeria

• Nigerian Labour Congress.
• Nigerian Union of Teachers.
• Nigerian Bar Association.
• Women in Nigeria.
• Nigerian Union of Journalists.
• Civil Liberties Organisation.
• Movement for the Emancipation of the Niger Delta.
• Anti-Piracy Committee.
• Women Trafficking and Child Labor Eradication Foundation.
• Baobao for Women’s Rights.
• Association of Positive Youth in Nigeria.

Examples of what Pressure Groups Want

• Some pressure groups want government workers to earn better salaries and more benefits (e.g. the NLC)
• Some want the government to punish those who enslave women and children and stop their activities (e.g. the WOTCLEF)
• Some want to protect the interests of journalists (e.g. NUJ)
• Some want the Niger Delta region to get more benefits from the government because the country’s major source of income––crude oil––is from there (e.g. NDCVF and MEND).
• Some believe that the society is unfair to women, and so they want women to get fair treatment (e.g. WIN and BWR)
• Some want those who are HIV positive and those suffering from AIDS to be treated with respect and to receive medical treatment and all the help they need (e.g. APYIN).
• What is social justice?
• What is a pressure group?
• Write a list of ten pressure groups. You could add those which are not in this text.

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Civic Education Curriculum for Primary 5

Year 5 NERDC Civic Education Curriculum for Primary 5. Meaning of Loyalty , Types of Leadership , Good and Bad leadership – Schemeofwork.com  

THEME 1: NATIONAL CONSCIOUSNESS

Topic: Meaning of Loyalty

Performance objectives

• Explain loyalty and show evidence of loyalty to family, school, community, state and nation
• Discover the on sequence of is loyalty
• Identify national services that show loyalty
• Strong feeling and content, shows of support or allegiance to a person or institution
• Evidence of loyalty e.g. Obedience, respect, willingness to serve, defend, show goodwill, respect for nation and national symbols, good representation, protection, give assistance, make personal sacrifice, standby even in times of difficulty or need etc
• Consequence of disloyalty- failure, external enemies, lack of development
• Loyal services to nation e.g. NYSC, military service, law enforcement and voluntary services

Teacher’s Activities        

• Guides pupils to explain loyalty
• Guides the pupils to write the national pledge and identify key words e.g. loyal, faithful etc
• Explains with the pupil loyalty in family, school, and country

Student’s Activities

• Recite and writes the national anthem
• Pick out key words e.g. loyal, faithful etc
• Discuss in groups what is expected of us to be loyal to our families, school and nation
• Discuss not only what you can get from your country but also what you can give

Teaching & Learning Material  

• The national pledge
• Speeches of leaders calling for loyalty
• Resource person to talk on loyalty
• Handbook on NYSC

Evaluation Guide

• Explain loyalty
• Write the national pledge and show how they can act on it
• Mention three results of disloyalty
• Identify two services that require loyalty to the nation
• Suggest two loyal services that can be rendered, to the family, school, nation etc

THEME 2: GOVERNANCE

Topic:    Meaning and Types of Leadership

• Define leadership
• Explain types of leadership
• Democratic leadership
• Autocratic leadership
• Leize faire

Teacher’s Activities       

• Explains the concept and types of leadership with examples
• Listen to the Teacher and ask questions where needed
• Picture of Good leaders in the Nations and locality
• Pupils to explain leadership and types of leadership

Topic: Leadership of different levels

• List different levels of leadership
• Discuss their roles
• Local Government
• State level
• Federal level
• Institutional level
• Explains leadership at different levels as per content
• Listen to the teacher and ask question where needed
• Poster showing different levels and then leaders e.g. Home Father
• Pupils to mention leaders for different levels

Topic: Good and Bad leadership

• Pupils should be able to identify and state problems created by bad leadership
• The satisfaction among follows, strikes, demonstration destruction of life and properties.
• Poor health due to stress insecurity feelings,
• organizes role play
• By leadership, market women, workers union, pupils, parents, politician
• Explains the concept of Good and Bad leadership citing examples from different levels
• Posters showing people demonstrating against bad leadership
• Pupils to mention the benefits of Good leadership and the consequences of Bad leadership

Topic: Arms of Government

• Identify the arms of government
• Differentiate between the arms
• State why the division of government into three arms is necessary
• Explain the functions of the three arms of government (executive, judiciary, and legislature)
• Legislative
• Executive carries out day today function of government- President, Governors, Ministers, and Commissioners Etc.
• Legislative – makes law for good government e.g. Senate, House of Representatives, State House of Assembly, and Councilors etc.
• Judiciary- Interprets laws and activities of the legislative and Executive e.g. courts, judges, magistrates, justice etc
• Avoid too much power.
• Avoid abuses or dictatorship.
• Ensure that the Constitution is obeyed and not violated.
• For orderliness the Executive experts the law while the judiciary interpret the law
• legislature makes the law
• Guides pupils to mention people they see in government and government institutions
• Shows pictures or video clips government institutions e.g. functionaries offices, National Assembly, courts etc         
• Takes pupils on a trip to government institutions
• Identify some government officials and institutions
• Watches and makes notes on video clips and pictures
• Role-play or simulate some government functionaries
• Listen to a resource person
• Report on a visit
• Video clips
• Nigerian Constitution.
• Resource person
• Identify the three arms of government
• Show the differences between the three arms by mentioning their duties
• Discuss two things that will happen if there is no cooperation between the three different arms of government
• Choose which of the three they would prefer to belong and give reasons

SUBJECT:     CIVIC EDUCATION (BASIC)         CLASS LEVEL: PRIMARY 5

THEME 3: DEMOCRACY

Topic:    Pressure Groups

• Explain the meaning of pressure group
• Mention the importance of pressure group
• Justify the existence of pressure groups
• Identify the advantages and disadvantages of pressure groups
• Group of people with common goals and interest and embarks on collective action to protect their interest, example of pressure groups: Workers union like NLC, ASUU, and NUT etc.
• Associations like market women association, National Council of Women Societies (NCWS);
• Social clubs, peoples club, rotary club,
• Old pupils association of schools etc
• Protecting member’s interest;
• Contribute to development by assisting government to provide services;
• Keep the government in check
• Can make it difficult for government to implement policies.
• Can make unattainable demands etc
• Explains the meaning of pressure groups
• Asks pupils to compile a list of pressure groups in the country
• Organizes debate on “should pressure groups be encouraged or discouraged”
• Asks pupils to find out from home the advantages and disadvantages of pressure groups
• Listen to teacher’s explanation
• Interview members of the public and search other sources to build a list of pressure group
• Select members of proposing and opposing teams
• Others serve as secretaries, noting the points made by both sides
• Report finding from homes on the advantages and disadvantages of pressure groups
• Adults in the community
• Company Diaries
• Newspapers and Magazines
• Debate will
• Member of a pressure group as a resource person
• Explain the meaning of pressure groups
• Mention two importance of pressure groups
• Identify three advantages and disadvantages of pressure groups

Year 5 NERDC Civic Education Curriculum for Primary 5. Meaning of Loyalty , Types of Leadership – Schemeofwork.com  

Topic: Values (Hard work)

• Pupils should be able to discuss how to discourage laziness and encourage hard work
• discourage by less payment,
• Punishment,
• Denial of promotion; etc
• providing jobs;
• Review of payments rewards, national honor etc
• Discusses hard work in the home, school etc
• Guides discussions on how to encourages hard work and discourage laziness
• Encourages pupils to make suggestion and defend their views
• Summarizes the discussion
• Participate in class discussion
• Make suggestions and give reasons to support their views
• Copy the board summary
• Charts listing the suggestions
• Suggest two ways to discourage laziness and encourage hard work
• Mention two rewards for hard work in the school, home and the nation

Topic: Social Injustice

• Give instances of social injustice in their communities
• Explain ways people communicate social injustice
• Inadequate pay for work done
• Denial of fundamental rights
• Subjective application of rewards and sanctions, etc
• Demonstration,
• Reduce production,
• Resignations etc
• Guides the class discussions
• Ask pupils to find out causes of social protests
• Discuss their findings in class
• Poster of demonstrating workers.
• Identify various kinds of social injustice

List two ways communicate social injustice to leaders

Civic Education Curriculum for Primary 4

Civic Education Curriculum for Primary 6

NVE: Civic Education Curriculum for Lower Primary School 1 – 3

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Lesson note on Civic Education Primary 5 (Basic Five) Second Term

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PRIMARY 5 LESSON NOTE FOR 2ND TERM CIVIC EDUCATION

This Lesson Note on Civic Education Primary 5 (Basic Five) Second Term  covers weekly prepared lesson notes and each of them is rich in classwork, curriculum compliant, and syllabus based.

The lesson note is well-detailed with adequate evaluation to ensure that the learning objectives are achieved.

The scheme of work used in preparing the lesson note is based on the latest unified NERDC/UBE curriculum which is suitable for all schools in all the States in Nigeria.

Keep reading, you will find the Link to Download the complete lesson note in Ms-Word (Microsoft Word) Editable format below.

Civic Education Scheme of Work for Primary 5 (Basic 5) Second Term

1. Revision of first terms work 2. Civic Education 3. (A). Our Right (Childs right) 4. Why we study civic Education 5. Importance of civic education 6. National consciousness 7. (A). Consequence of disloyalty 8. Government 9. Necessity for division of government into three arms 10. Importance of government 11. Functions of government 12. Revision and Test 13. Examination

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LESSON NOTE ON CIVIC EDUCATION FOR Primary 5

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• News & Events
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How to read the Roadmap

Start here if you are coming to the Roadmap for the first time.

The 7 Themes

Explore our framework for civics and history education.

The 5 Design Challenges

Embrace the complexity of curricular design.

Implementing the Roadmap in your classroom

Design robust curricula tailored to your students. 

• by grade level
• by driving question
• by resource type
• Take Action
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Interactive Roadmap

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The Seven Themes

The five design challenges.

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Home » The Roadmap » The Seven Themes

The Roadmap

The aim of the Roadmap is to provide guidance that shifts content and instruction from breadth to depth by offering an inquiry framework that weaves history and civics together and inspires students to learn by asking difficult questions, then seeking answers in the classroom through facts and discussion for a truly national and cross-state conversation about civics and history to invigorate classrooms with engaging and relatable questions.

The Seven Content Themes map out the disciplinary and conceptual terrain, as well as the skills and dispositional learning needed to support healthy civic participation.

The Five Design Challenges span the seven themes and state honestly and transparently some of the rich dilemmas that educators will encounter as they work with the content themes and instructional guidance.

• The Seven Themes ?
• The Five Design Challenges ?

Civic Participation

Our changing landscapes, we the people, a new government & constitution, institutional & social transformation, a people in the world, contemporary debates & possibilities.

This theme explores the relationship between self-government and civic participation, drawing on the discipline of history to explore how citizens’ active engagement has mattered for American society and on the discipline of civics to explore the principles, values, habits, and skills that support productive engagement in a healthy, resilient constitutional democracy.

This theme focuses attention on the overarching goal of engaging young people as civic participants and preparing them to assume that role successfully.

Overarching Thematic Questions

• How have Americans come together in groups, made decisions, and affected their communities, the country, and the world?
• How can that history inform our civic participation today?
• What are the responsibilities and opportunities of citizenship and civic agency in America’s constitutional democracy?
• How can I participate?

Key Concepts and Questions by Grade

Key concepts.

• Learn and evaluate the characteristics of leadership
• Define components of a healthy community and the rights and responsibilities of community members
• Participate in a community through building relationships, making change, and problem-solving
• Learn about civic friendship and the benefit of compromise
• Develop media literacy skills to evaluate evidence and weigh claims

History Driving Questions

History sample guiding questions, civic driving questions, civic sample guiding questions, explore resources.

Introducing kindergarteners to their new classroom community

Inquiring Minds Institute

Katharina Matro, a high school social studies teacher who grew up in Germany, explains how consistent and open education about the Holocaust has shaped her own commitment to democracy and her love of country. Matro also serves as a member of the Teaching Division of the American Historical Association's governing council.

American Historical Association

In this learning resources, students will delve into the women's suffrage movement and use different historical accounts to understand the ratification of the 19th Amendment. Students will also consider which groups were left out of the suffrage movement and the importance of voting patterns today.

New American History

Children often lack knowledge and skills necessary to interact with each other, especially when confronted with differences in mobility, hearing, sight, developmental skills or verbal skills.

Learning for Justice

This learning resources focuses on the Polio vaccination in the 1940s and 1950s and the problems this epidemic posed to public health. Students will also compare this to the current global pandemic and the debates around the COVID-19 vaccine.

• Analyze leadership through past and present examples of change-makers
• Analyze strategies and examples of civic participation, including instances of participation by those without full political rights
• Engage as active community members and examine the tensions between personal interests and civic responsibilities
• Build civic friendship through informed civil dialogue and productive disagreement
• Analyze the past and present role of the media in shaping civic participation, including the importance of using credible sources

This lesson provides students with a variety of materials to learn about the polio epidemic and it has them draw connections between that event and the current pandemic.

iCivics, Inc.

From telegraphs to television to Twitter, how, why, and when presidents address the nation and global community has changed across U.S. history. This lesson examines the messages and mediums used by presidents and asks students to engage in point of view and change over time analyses as part of their evaluation.

National Endowment for the Humanities

This activity and resource collection guides students through answering a document-based question about the March on Washington. Using 6 supporting documents/images and a page of historical background, students answer the question, "Is the March on Washington evidence of the power of grassroots organizing or of charismatic leadership?"

Smithsonian National Museum of American History

This inquiry leads students through an investigation of political issues and political parties. By exploring the compelling question about how well political parties represent individuals, students consider their own political ideology as a lens for learning about the extent to which political parties address international and domestic issues.

C3 Teachers

This theme begins from the recognition that American civic experience is tied to a particular place, and explores the history of how the United States has come to develop the physical and geographical shape it has, the complex experiences of harm and benefit which that history has delivered to different portions of the American population, and the civics questions of how political communities form in the first place, become connected to specific places, and develop membership rules.

The theme also takes up the question of our contemporary responsibility to the natural world.

• How has our geographic, social, economic, and political landscape changed over time?
• How has the land we inhabit—from our local community to states and territories to the American republic—changed over time, and how have we shaped it?
• What different perspectives are there on those changes (see History Thematic Question), and on the benefits and costs of those changes?
• What principles and values do Americans invoke in our debates about these issues?
• Examine personal, familial, and societal connections between people, place, and history
• Understand personal connections to the values and norms that define various political communities
• Understand Indigenous histories and community connections to land
• Examine how land and people shape each other

Too often we look back at the way people lived and evaluate the past in terms of the technology that dominates our lives today. We ask: Imagine life without automobiles or electric lights or running water. No refrigerators, washing machines, radio, television, or movies? No computers, CDs, cell phones or credit cards? How did they survive? If that is how you want to approach the past, ask yourself this: what invention do we not have that will make Iowans of the future look back and wonder how made it through the day?

State Historical Society of Iowa

In this lesson, students practice their sourcing, corroboration and close reading skills by examining two diary entries of Spanish explorers involved in the Portola Expedition. Students are asked to consider the relative strengths and weaknesses in using these diary accounts to understand the purpose of the expedition and life for Native Americans across California in the 18th century.

Standford History Education Group

The physical landscape shapes the food people eat, the homes they build, the way they move around and the environment they live in. Students will investigate environmental history, which involves understanding relationships — and sometimes trade-offs — people make with the landscapes around them. Students also will use the perspectives of a historian, economist, geographer and political scientist to analyze images and documents.

In this learning resource, students will engage with the different histories of Fort Monroe in Hampton Virginia. Students will interpret the multiple historical events that occurred at Fort Monroe, starting with the arrival of the first enslaved Africans to North America to its formation as a safe haven for enslaved people during the Civil War.

This is a fourth grade resource that guides students through the diverse experiences of immigrants that traveled to New York in the mid-nineteenth and early twentieth century. Students will use primary sources to form an argument to answer the question: Did the American Dream come true for immigrants in New York?

This lesson plan examines the life of Catharine Paine Blaine, missionary, schoolteacher, and women’s rights activist who traveled from Seneca Falls, New York to Washington Territory in the 1850s. Students will examine primary sources and make connections to their own experiences, mapping the route that the Blaines took to reach Seattle from Seneca Falls.

Washington State Historical Society

• Examine how borders change over time and the consequences of U.S. territorial expansion
• Compare and contrast the characteristics of political communities and societies (e.g., laws, religions, rights, economic structures, cultural norms)
• Analyze Indigenous understandings of land stewardship, economic activity, property, and prosperity
• Analyze the impact of people, policy, and cultural norms on landscape and climate

In this lesson, students will analyze the visual and literary visions of the New World that were created in England during the early phases of colonization, and the impact they had on the development of the patterns of colonization that dominated the early 17th century. This lesson will enable students to interact with written and visual accounts of this critical formative period at the end of the 16th century, when the English view of the New World was being formulated, with consequences that we are still seeing today.

This unit looks at migration patterns in the United States in from the 18th century through the 20th century. Students will look at the interactions between Native people and European settlers in the cessions of Indigenous lands. They will also engage with the forced migration of enslaved people into the South.

This learning resource uses geospatial technology to investigate how products and resources in the thirteen colonies depended on location. Students will also use the geospatial resource to follow the population growth of the thirteen colonies throughout the 1700s.

This theme explores the idea of “the people” as a political concept--not just a group of people who share a landscape but a group of people who share political ideals and institutions. The theme explores the history of how the contemporary American people has taken shape as a political body and builds civic understanding about how political institutions and shared ideals can work to connect a diverse population to shared processes of societal decision-making.

The theme also explores the challenge of e pluribus unum: forging one political people out of diverse experiences.

• Who are “We the People of the United States” and how has the nation’s population changed over time?
• What does our history reveal about the aspirations and tensions captured by the motto E pluribus unum?
• Why does constitutional democracy depend on the idea of “the people”?
• What values, virtues, and principles can knit together “We, the People” of the United States of America?
• Explore the diversity that makes up the American community
• Discuss why we have government, and explore the relationship between people and their government
• Examine definitions of citizenship
• Explore the history of inclusion and exclusion of “the people” and access to citizenship
• Learn about the conflicts and histories of oppression and power, and explore constructive ways to discuss hard histories

Students will explore what it means to be responsible in a variety of settings. These lessons will focus on how to be responsible at home, in school, in the community and in the world. Students also will work together to establish classroom/school rules and determine how to be a responsible citizen to improve their community.

A primary source set guiding students in exploring their identities.

This learning resource investigates Harriet Tubman's life and legacy through historical documents and media. Students will compare the history told in textbooks to the reality of Tubman's incredible resistance as an abolitionist.

• Explore what it means to say that “the people” rule in a constitutional democracy
• Cultivate understanding of personal values, principles, commitments, and community responsibilities
• Explore the challenges and opportunities of pluralism, diversity, and unity within the U.S. and abroad
• Examine the values, civic virtues, principles, and role of the people in creating good governance at various levels
• Analyze the impact of enslavement, Indigenous removal, immigration, and other hard histories on definitions of and pathways to citizenship
• Explore the causes and consequences of different groups’ marginalization from participation in the polity
• Evaluate the extent to which marginalized groups have won incorporation into “the people” and advanced the shared values and principles of the U.S.

Students will learn about the history of the holiday of Juneteenth, analyze text sources that reveal important symbolism and rituals in Juneteenth commemorations, and reflect upon the significance of Juneteenth as an American holiday.

The Choices Program

The African-American Civil Rights movement is typically seen as having taken place mostly in the 1950s and 60s, when a confluence of social and economic factors enabled political change. The movement, however, has much deeper roots, and thus our toolkit starts in the 19th Century, some two generations before leaders like King, Parks, and others were born. Viewing the Civil Rights movement as a generational one provides a broader perspective on the ideas and people at the foundation of this work to achieve “a more perfect union” for all Americans.

Ashbrook/TeachingAmericanHistory

We’re collecting New Deal Curricula for High School and College courses. Please contact us if you would like to contribute to our collection. We would like to help disseminate curricula and teaching aids across the country.

Living New Deal

This theme explores the institutional history of the United States as well as the theoretical underpinnings of constitutional design.

• How did the U.S. government form and how have civic participants changed its shape over time?
• What is a constitution and what is its purpose?
• What is power?
• What are rights (natural rights, human rights, civil rights, etc.)?
• What is law?
• What is constitutional democracy?
• Explore the experiences and interests of various groups before and during the American colonial period
• Analyze arguments for and against U.S. independence from Great Britain
• Examine the principles/purpose of constitutional democracy and the extent to which U.S. constitutional democracy has lived up to those principles
• Explore concepts of fairness, unfairness, freedom, and equality in classrooms, communities, and governments.
• Explore why the U.S. form of government is so complex, embracing several levels and parts of government

In this lesson, students will learn about the judicial branch and legal processes in the court room. Students will also engage in a mock trial using contentious issues in the classroom.

National Constitution Center

This lesson builds on previous lesson, continuing to develop the students’ understanding of the Constitution by examining the Bill of Rights. The narrative provides an historical background for the writing of the first ten amendments, as well as the reasons why each amendment was seen as crucial to the states accepting the Constitution.

This lesson will help students understand why the Founders thought a republican form of government was best. Students will also learn about civic virtue and the common welfare.

Center for Civic Education

Using the Cathedral of Saints Peter and Paul as a landmark, students will analyze the structure as the primary source for learning about its significance. The lesson will combine writing, art, and historical context.

Historical Society of Pennsylvania

In this lesson, students will examine some of the fundamental ideas about government that are contained in the Declaration of Independence and the Preamble to the U.S. Constitution. When they have completed this lesson, students should be able to explain those ideas and identify which ideas the class holds in common.

• Analyze the ideas and debates about rights, power, civic participation, and decision-making that shaped the Revolution and the framing of the Constitution
• Evaluate the changing relationship between the U.S. Constitution and treaties with Indigenous nations
• Explore past and present efforts to adapt and redesign the U.S. Constitution and political institutions over time
• Explore the relationships between equality, equity, justice, freedom, and order in American constitutional democracy
• Develop an understanding of the purpose, processes, strengths, and weaknesses of U.S. government and politics
• Analyze the role of groups without formal decision-making power in influencing change in the U.S. government

This lesson outlines a role-playing activity intended to help students better understand the perspectives of individual delegates at the critical point when they were debating representation at the Constitutional Convention.

George Washington's Mount Vernon

A lesson plan that facilitates discussion amongst students about the challenges George Washington faced as the first President of the United States.

Students will investigate the powers of the Presidency in the Constitution, as outlined in the "Federalist Papers".

In this lesson, students learn about the landmark Supreme Court case Marbury v. Madison and its lasting ramifications for judicial review by analyzing and discussing segments of John Marshall's opinion.

Students will be able to identify and explain aspects of the Equal Rights Amendment debate including various legal and societal considerations.

C-SPAN Television Networks/C-SPAN Classroom

Institutional & social transformation - a series of refoundings.

This theme explores how social arrangements and conflicts have combined with political institutions to shape American life from the earliest colonial period to the present, investigates which moments of change have most defined the country, and builds understanding of how American political institutions and society changes.

• Is the American Revolution ongoing?
• How and why has the United States transformed its basic political, legal, economic, and social arrangements over time?
• How do you evaluate when changes are significant enough to count as a refounding?
• What is a just society?
• How do laws and social structures change?
• How can the Constitution be changed formally and informally? (and how can your state constitution or other charter be changed?)
• What political and economic ideas have contributed to these changes?
• Analyze why and how communities change and the causes and consequences of conflict.
• Examine people's role in social & institutional transformation
• Examine the institutional and extra-institutional strategies that people have used to make changes to society
• Explore the impact of American pluralism and unity on rules and institutions

An inspiring story about a black, female journalist breaking barriers while seeking truth, justice and equality. This book highlights Ethel's journey from young journalist to White House correspondant, and her legacy of asking the tough questions that mattered most in the fight for Civil Rights.

National Underground Railroad Freedom Center

• Explore the extent to which the U.S. has made progress in expanding rights and legal statuses for various groups over time, including changes to the Constitution and other charters
• Examine the historic and current relationships between formal politics and social movements, including the relationships between political, economic, and civil rights
• Evaluate specific moments of change as examples of refounding the United States
• Explore formal and informal revisions to America’s constitutional system, and the sources of such changes

This lesson plan attempts to dissolve the artificial boundary between domestic and international affairs in the postwar period to show students how we choose to discuss history. Students will examine a variety of primary source documents used inside the United States and abroad during the Cold War and the concurrent civil rights movement, to see how these documents can be used as evidence for both Cold War and civil rights issues in several different ways.

This online presentation highlights the fight over a woman’s right to vote by illustrating the arguments made by suffragists and their opponents.

Massachusetts Historical Society

This theme explores the place of the U.S. and the American people in a global context, investigating key historical events in international affairs,and building understanding of the principles, values, and laws at stake in debates about America’s role in the world.

• What does it mean to be a nation among nations?
• How has the United States dealt with different types of external relationships (conflictual and cooperative) across its history?
• What is our influence in the world—diplomatic, economic, military, and cultural—and how has the wider world shaped the United States?
• How do American constitutional principles influence the conduct of foreign policy?
• How has United States foreign policy changed across our history?
• How was the role of the executive branch changed across our history?
• Examine the causes and consequences of U.S. cooperation and conflict with other nations (past and present)
• Develop capacity to see international conflicts and their consequences from multiple perspectives
• Analyze various strategies for working with or against other nations (e.g., international orgs, military intervention, diplomacy)

This primary source set can be used in conjunction with other secondary sources to gain a complete picture of Japan’s attack at Pearl Harbor and the immediate response of American sailors, airmen, divers, and nurses.

Emerging America - Collaborative for Educational Services

In this lesson, students analyze primary source archival footage to explore the politics of the atomic bomb and the policy of containment, propagated paranoia related to the spread of communism, the nuclear arms race and détente, as well as the fall of the Berlin Wall and decline of the USSR.

Texas Archive of the Moving Image

This unit plan highlights how patterns of immigration are both similar and different for immigrant groups coming to America, using a diagram and PowerPoint Presentation that details the progression of the immigrant experience that serves as a model for a variety of immigrant groups. Included in the set is a Universal Design for Learning chart and an extensive annotated list of primary source documents from the Library of Congress provide a visual reinforcement of the immigrant journey both before, during, and after their arrival in the United States.

• Analyze various strategies for working with or against other nations (e.g., international agreements, diplomacy, international trade, protectionism, war)
• Examine the roles of national interest, human rights, and notions of justice when countries interact
• Explore how the U.S. has acquired and used its power and influence in the world, both positively and negatively
• Analyze how America’s founding principles and constitutional structures, and revisions to these over time, shape foreign policy
• Develop understanding of contemporary debates about how the U.S. should exercise its power and influence around the world and balance domestic and international interests

In this lesson, students will investigate the the confluence of factors, including the quickening pace of industrialization, urbanization, increasing immigration, and a growing presence on the world stage that faced America in the late 19th Century. These pressures gave rise to various political movements, each seeking to provide answers to the most serious questions of the day. Overall, Americans found answers to these issues in the ideas of the Progressives. From both major political parties, the Progressives offered solutions to economic, social, and political problems, in some ways using and in others changing the American system of government that had existed for a century at that point.

Through the use of primary and secondary sources, students will understand the impact that World War I had on Arkansas.

Arkansas Digital Archives

In this lesson, students learn about the events surrounding the Gulf of Tonkin incident in 1964, simulate the Senate's debate about the Gulf of Tonkin Resolution, and ultimately consider overarching questions about presidential power and decision-making in American foreign affairs.

A People with Contemporary Debates & Possibilities

This theme explores the contemporary terrain of civic participation and civic agency, investigating how historical narratives shape current political arguments, how values and information shape policy arguments, and how the American people continues to renew or remake itself in pursuit of fulfillment of the promise of constitutional democracy.

• How does knowledge of the American past—including of our constitutional forms and principles, as amended—help us to think about important political and economic debates today, including climate change and conservation, mass incarceration, individual rights and liberties, property and taxation, societal health and order, and political polarization?
• What are key current events and policy debates in our constitutional democracy?
• What values and principles underpin different positions on them? How do people engage with issues they care about?
• How can we ensure our sources of information about these questions are accurate and fair? What effects can misinformation have on contemporary debates?
• Explore elections and understand the reasons why individuals run for office
• Understand contemporary debates around the purpose and role of government and civic participation, including voting
• Explore debates and perspectives on how we tell our personal, community, and national histories and why they are important
• Analyze the relationship between individual perspectives and public debates
• Explore the relationships between hard histories and contemporary debates
• Cultivate an understanding of personal interests, motivations, and decisions as civic agents
• Build strategies for learning about current events, issues, and debates
• Explore the role of bias, truth, and the media in becoming informed civic participants
• Understand how fundamental American principles—and continuing debates about them—shape current policy debates

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