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Respect and Democracy
Lesson 1:
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Philanthropy Framework

Purpose:

In this lesson the learners define respect and relate it to the core values and beliefs of a constitutional democracy.

Duration:

One 20-minute lesson

Objectives:

The learners will:
  • defne respect.
  • describe how democratic values apply to respect.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.
Learn more about the stages of service-learning.

This character education mini-lesson is not intended to be a service learning lesson or to meet the K-12 Service-Learning Standards for Quality Practice.The character education units will be most effective when taught in conjunction with a student-designed service project that provides a real world setting in which students can develop and practice good character and leadership skills.For ideas and suggestions for organizing service events go to www.generationon.org.

 

Materials:

  •   learner copies of Attachment One: Core Values of American Constitutional Democracy
Handout 1
Core Values of American Constitutional Democracy

Instructional Procedure(s):

Anticipatory Set:

Display this definition:
"valuing yourself/being proud of who you are, valuing others; valuing the world around you; being courteous with others and tolerant of personal differences"
Tell the learners that as in the game "Jeopardy,"  this is the answer to a question. Ask them to brainstorm what the question might be. You might need to hint that this is the definition of a positive character trait. Lead them to the question "What is respect?"

  • Tell the learners that they will be exploring what respect is, and is not, in the next few lessons. Ask the learners to give examples of what "respect" and its antonym "disrespect" might look like. List these in a display area, circling or highlighting vocabulary words/phrases that are important to understanding.
  • Distribute copies of Handout One: Core Values of American Constitutional Democracy. As a class, read through the definitions of each Fundamental Belief and Constitutional Principle. Ask the learners to listen/look for and highlight words or phrases that correlate with their understanding of respect/disrespect.
  • During class or as homework, ask the learners to respond to the following questions in their journals: Have you ever been the target of teasing or bullying? How did this make you feel? How does bullying relate to respect?

School/Home Connection:

Ask the learners to respond to the following questions in their journals: Have you ever been the target of teasing or bullying? How did this make you feel?

Bibliographical References:

  • CIVITAS: A Framework for Civic Education, a collaborative project of the Center for Civic Education and the Council for the Advancement of Citizenship, National Council for the Social Studies Bulletin No. 86,1991. Michigan Department of Education - Curriculum Development Unit: Social Studies 612198

 

Lesson Developed By:

Betsy Flikkema
Associate Director
Learning to Give

Barbara Dillbeck
Director
Learning to Give

Handouts:

Handout 1Print Handout 1

Core Values of American Constitutional Democracy

Core Values of American Constitutional Democracy

Core democratic values are the fundamental beliefs and constitutional principles of American society which unite all Americans. These values are expressed in the Declaration of Independence, the United States Constitution and other significant documents, speeches and writings of the nation. Below are some examples of core democratic values.

Fundamental Beliefs

Constitutional Principles

Life

The Rule of Law

Liberty

Separation of Powers

The Pursuit of Happiness

Representative Government

The Common Good

Checks and Balances

Justice

Individual Rights

Equality

Freedom of Religion

Diversity

Federalism

Truth

Civilian Control of the Military

Popular Sovereignty

 

Patriotism

 

Fundamental Beliefs

Life: The individual’s right to life should be considered inviolable except in certain
highly restricted and extreme circumstances, such as the use of deadly force to protect one’s own or others’ lives.

Liberty: The right to liberty is considered an unalterable aspect of the human condition. Central to this idea of liberty is the understanding that the political or personal obligations of parents or ancestors cannot be legitimately forced on people. The right to liberty includes personal freedom: the private realm in which the individual is free to act, to think and to believe, and which the government cannot legitimately invade; political freedom: the right to participate freely in the political process, choose and remove public officials, to be governed under a rule of law; the right to a free flow of information and ideas, open debate and right of assembly; and economic freedom: the right to acquire, use, transfer and dispose of private property without unreasonable governmental interference; the right to seek employment wherever one pleases; to change employment at will; and to engage in any lawful economic activity.

The Pursuit of Happiness: It is the right of citizens in the American constitutional democracy to attempt to attain - to “pursue” - happiness in their own way, so long as they do not infringe upon rights of others.

Common Good: The public or common good requires that individual citizens have the commitment and motivation - that they accept their obligation - to promote the welfare of the community and to work together with other members for the greater benefit of all.

Justice: People should be treated fairly in the distribution of the benefits and burdens of society, the correction of wrongs and injuries, and in the gathering of information and making of decisions.

Equality: All citizens have: political equality and are not denied these rights unless by due process of law; legal equality and should be treated as equals before the law; social equality so as there should be no class hierarchy sanctioned by law; economic equality which tends to strengthen political and social equality, for extreme economic inequality tends to undermine all other forms of equality and should therefore be avoided.

Diversity: Variety in culture and ethnic background, race, lifestyle and belief is not only permissible but desirable and beneficial in a pluralist society.

Truth: Citizens can legitimately demand that truth-telling as refraining from lying and full disclosure by government be the rule, since trust in the veracity of government constitutes an essential element of the bond between governors and governed.

Popular Sovereignty: The citizenry is collectively the sovereign of the state and holds ultimate authority over public officials and their policies.

Patriotism: Virtuous citizens display a devotion to their country, including devotion to the fundamental values and principles upon which it depends.

Constitutional Principles

Rule of Law: Both government and the governed should be subject to the law.

Separation of Powers: Legislative, executive, and judicial powers should be exercised by different institutions in order to maintain the limitations placed upon them.

Representative Government: The republican form of government established under the Constitution is one in which citizens elect others to represent their interests.

Checks and Balances: The powers given to the different branches of government should be balanced, that is roughly equal, so that no branch can completely dominate the others. Branches of government are also given powers to check the power of other branches.

Individual Rights: Fundamental to American constitutional democracy is the belief that individuals have certain basic rights that are not created by government but which government should protect. These are the right to life, liberty, economic freedom, and the “pursuit of happiness.” It is the purpose of government to protect these rights, and it may not place unfair or unreasonable restraints on their exercise. Many of these rights are enumerated in the Bill of Rights.

Freedom of Religion: There shall be full freedom of conscience for people of all faiths or none. Religious liberty is considered to be a natural inalienable right that must always be beyond the power of the state to confer or remove. Religious liberty includes the right to freely practice any religion or no religion without governmental coercion or control.

Federalism: Power is shared between two sets of governmental institutions, those of the states and those of the central or federal authorities, as stipulated by the Constitution.

Civilian Control of the Military: Civilian authority should control the military in order to preserve constitutional government.

Source: CIVITAS: A Framework for Civic Education, a collaborative project of the Center for Civic Education and the Council for the Advancement of Citizenship, National Council for the Social Studies Bulletin No. 86,1991. Michigan Department of Education - Curriculum Development Unit: Social Studies 612198

 

 

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