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Civic Education is necessary to the survival and prosperity of our nationLesson #03: What Does a Democracy Demand of Its Citizens?
Purpose:
Students identify diverse models of civic engagement as they examine the impact that activists, artists, writers and local citizens have on public policy.
Central Questions:
- What does a democracy demand of its citizens?
- What motivates a person to become involved in government?
- Does everyone have a responsibility to be involved in government?
- How can I use my talents to impact public policy?
Materials:
- Title: 03.title.png
- Student Guide 1: “Paul Revere’s Ride”
- 03.sg1.png
- 03.sg1.png
- Student Guide 2A: Artist
- 03.sg2a(01).png
- 03.sg2a(02).png
- Student Guide 2B: Mother/Author
- 03.sg2b(01).png
- 03.sg2b(02).png
- Sarah Patton Boyle
- 03.BoyleLetter(01).png
- 03.BoyleLetter(02).png
- Student Guide 2C: Professor
- 03.sg2c(01).png
- 03.sg2c(02).png
- 03.sg2c(03).png
- 03.sg2c(04).png
- Student Guide 2D: Activist
- 03.sg2d(01).png
- 03.sg2d(02).png
- 03.sg2d(03).png
Warm-up Activity:
Read the poem “Paul Revere’s Ride” by Henry Wadsworth Longfellow.
After reading, ask students to rewrite the last stanza as if Paul Revere were an apathetic citizen who decided to sleep instead of participate in the American Revolution. share original stanzas and then ask students to consider the question, “What motivates a person to become involved in government?” Explain that the goal for this lesson is to examine how people influence public policy and why they choose to get involved.
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