Democratic Citizenship

Reading Response
Share your reading response from Zarillo 9 and D&N 10
Useful Ideas
Question to Author
Thinking Deeper
Introductory ideas pg 234
Luke 6
Promise of a true human community
Parts/components of a true human community
Values held in common by people on the inside
World values
Rich
Happy
Gloating
Recognition
Comfort
Success
Jesus values
Poor
Weeping
Rejected
Exclusion
Joy
Reversal
Prize what the world calls pitiable
Suspect what the world thinks is desirable
Relationship with Jesus
Relationships and regard you have for people outside
Love
Wanting
Freedom from being controlled by values
Tolerance
Enemies
Internal
External
Power for a true human community
Forgiveness flounders because I exclude the enemy from the community of
humans and exclude myself from the community of sinners. Miroslav Volf
Extend
Viewing guide as a strategy
Breaking down an Issue review first

4 Corners Strategy use for vocab or essential questions

Electoral College
Breaking down an Issue
Historical Thinking Standard 5
Identify the issue
Ask questions
Gather information
Analyze the interests and perspectives
Biblical perspective
Identify relevant historical antecedents
Evaluate alternative courses of action
Identify short and long term consequences
Identify what course of action benefits which group of people the
most
Formulate a position or course of action on an issue
Evaluate the implementation of a decision
Information Abundance

Choose carefully

Students need choose

Teach Application

Strategies how to learn/reflect

How to tell if its fake?
Split into grade level groups
Identify the skills necessary to tell if something is fake at the grade level your
group has determined
Create a mini lesson that is inquiry based
Start with the assessment (remember you need to know for EACH
student)
Work backwards

Assessment: The students will pick a topic to research and present two separate
websites. One will be a factual website that gives legitimate information about the topic.
The second website will give false information about the particular topic. The students
will create a visual aid that depicts both the false and the factual information. Then, the
students will present the visual aid to their classmates and give them the opportunity to
choose which one was fact and which one was fiction. In order to find a factual website,
the students will find a resource that gives them a checklist or suggestions to look for
when distinguishing between an authentic and fake website.

First, we will direct them to a fallacious site: http://eduscapes.com/tap/topic32.htm ,

giving them questions to explore and find the answers to on the sites. They will be called
on to think about the content, with the goal to get them to see that the site has errors and
then discuss why.

Second, http://www.schrockguide.net/uploads/3/9/2/2/392267/evalelem.pdf here is the

link to worksheet to use to evaluate websites: this would be for the input after the
explore. So after they figure out that the site is not legitimate, they will brainstorm ways
to tell the difference between legitimate sites and not. Then we will add the rest of the
criteria from this site.

Other skills necessary to evaluate: Check multiple sources and compare,

check reputable sources, age sources too, background knowledge,

history knowledge, critical thinking
Explore websites that purposefully lead students to fake websites.
Core Democratic Values
Core Democratic Values:
The fundamental beliefs and constitutional principles outlined in the
Declaration of Independence, the U.S. Constitution, and other
important writings such as U.S. Supreme Court Rulings.
Paper Sandwich
Guess the 12 first in your notes individually
Truth
Patriotism
Justice
Equality
Freedom
Common Ground

One per paper

WRITE BIG
Civil Discourse
What is it?
What is the goal?
How can we teach it?
Put it into practice
http://learningtogive.org/teachers/
Lesson Search by Grade Span
Move into Grade level groups
Each person picks a different lesson
Grade the lesson loosely based on our lesson plan rubric
In notes and report to grade level group:
Strengths
Weaknesses

 Contribution to democratic citizenship

Next Week
Zarillo Chapter 6
Week 11 Journal/class notes
ALL Revisions need to be done.
Resource guide
Exam week:
Final Presentations
Portfolios What new information did you learn?
This week was a learning curve for me, especially with the core democratic values. I
forgot about them and what they stand for. The values activity with Luke 6 also was
new information that I learned about Jesus and about values. Also, I think one of the
most important things I learned was the model for how to make educated and
logical decisions. I will definitely use that in not only a classroom, but in everyday
life.
How has the material/experience affected you?
This material has demonstrated the importance of teaching democratic citizenship
to continue to keep the upcoming generations aware and able to make smart and
educated decisions. The idea of democratic citizenship is important for school, but
also molds the students into who they are, what they believe, and how to live their
lives.
Has it challenged your thinking?
Reading and learning all of this served as a reminder for why I want to become a
teacher. The lives of future generations lay in the hands of teachers so they can
make decisions, work together, and live democratically to continue our freedom in
the United States. Therefore, this challenged me to think for students outcomes
and how they live the rest of their lives, because if students dont learn our
democratic ways of life, then our whole system will fall.