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Reproductions Supplied by EDRS Are the Best That Can Be Made * * from the Original Document DOCUMENT RESUME ED 354 184 SO 022 676 TITLE Civics: Introduction and Levels 1-7. INSTITUTION Northwest Territories Dept. of Education, Yellowknife. PUB DATE 78 NOTE 249p. PUB TYPE Guides Classroom Use Teaching Guides (For Teacher) (052) EDRS PRICE MF01/PC10 Plus Postage. DESCRIPTORS *Citizenship Education; *Civics; Curriculum Guides; Educational Objectives; Elementary Secondary Education; Foreign Countries; Instructional Materials; Social Studies; Student Educational Objectives IDENTIFIERS *Canada; *Northwest Territories ABSTRACT Divided into eight documents, an introduction and guides to the program for levels 1-7 (which corresponds to grades 4-10, respectively), this material makes up the civic education program for schools in the Northwest Territories (Canada). The introductory guide includes a statement of philosophy and goals, an overview of the program, considerations and goals for implementation, and the addresses of publishers and organizations that civics teachers may find useful. The focus of the activities found in each of the guides for levels 1-6 are the six themes:(1) a formal awareness of government,(2) simple forms of government,(3) the establishment and growth of Canada as a nation, (4)local government, (5) government of the Northwest Territories, and (6) government of Canada. Each of these guides features approximately 25 lessons, as well as lists of resources, core objectives, and supplementary objectives. The level 7 program asks students to carry out projects that involve the analysis of issues concerning the socio-political nature of Canada. (DB) *********************************************************************** * Reproductions supplied by EDRS are the best that can be made * * from the original document. * *********************************************************************** C 1 V I Dility diversity freedon )dom justice boundars nt constitution meetir )eting trial negotiatior ce lobby commission sioner franchise prive ament peoples resolut .olution civil rights hu ghtened town self-int unlight0ne -interest common goo nterests influence pat iple intere,s patronage nepotism ivision bill ordinance . G.cer divisio Dig Ice by-law law statute rman secretary procec indiction chairman secretar pcedure minutes agen lues morality institutir_ per issue values morality tution citizen objectiv is majority minority cr niHly consensus majority min' y choice member pluri !cutive legislature legi taxes executive legislation public sery r judiciary responsible on power judicial- Bible government repr rage no demonstratior ent Invcrade no ition plebiscite petitio :ion ballot voter identit 'ti )ntity competition autc ivestigation objectivit In tivity territory life reb( r mandate suffrage al e alienation individua onflict liberty traditior ition symbol mayor c1/4 minister commitment ent debate decision di U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) YINs document has been reproduced as stewed from the parson or organashon or9nattno .1 O Minor changes have been made to improve reProductron ought), Ponta of vtew opetoons slated .n this docu' ment do not necessarily represent official OE RI posItton or policy INTRODUCTION **PERMISSION TO REPRODUCE THIS MATERIAL HAS BEEN GRANTED BY NWT EDUCATION 1978 TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC1" BEST COPY AVAILABLE 2 CIVIC EDUCATION INTRODUCTION DEPARTMENT OF EDUCATION NORTHWEST TERRITORIES AN INTRODUCTION TO CIVIC EDUCATION FOR SCHOOLS IN THE NORTHWEST TERRITORIES EDUCATION PROGRAMS AND EVALUATION DIVISION DEPARTMENT OF EDUCATION NORTHWEST TERRITORIES 1978 CONTENTS Letter from the Director Philosophy and Goals An Over-view Implementation Furnier Thoughts on Implementation Class Clubs Civics Kit Inventory Useful Addresses Credits SUPERINTENDENTS PRINCIPALS TEACHERS CIVIC EDUCATION At the request of the Territorial Council, the Executive Committee of the Government of the Northwest Territories directed the Department of Education to prepare a civic education program for schools in the Northwest Territories. That task was undertaken in the fall of 1977. The resulting program is outlined in the manuals which follow. I ask Superintendents to ensure that this program is implemented, beginning in the first term of the 1978-79 school year. Civic education is to be considered compulsory for each of grades four through ten. The time devoted to it will comprise approximately one-fifth to one-quarter of the time prescribed for Social Studies. What civic education amounts to in effect, then, is a compulsory unit in Social Studies. I urge all superintendents, principals, and those teachers who are assigned to teach civics, to complete the reading of this introductory manual. It contains many thoughts and suggestions which are essential to a successful Implementation of the program. Preparation for effective citizenship is vital in a democratic society if that society is to remain vigorous and free. Yet citizenship education has for too long been neglected it our schools. This program, I believe, is a significant and worthwhile attempt to make amends for that neglect. Apart from the teaching of civic education as a component of Social Studies, I must hasten to add here my belief that civic education in its broader sense should be an important concern of every teacher. I wish you success in your endeavors. Brian D. Lewis Director Department of Education A STATEMENT OF PHILOSOPHY AND GOALS FOR THE NORTHWEST TERRITORIES CIVIC EDUCATION PROGRAM. Our society proclaims the value of democracy as a method of social governance. Under democracy it is regarded as fitting that each individual should feel free in a paraphrase of Mill "to pursue his own good in his own way". In this pursuit, acting in accordance with the social nature of man, individuals commonly establish government, both to protect their rights as individuals and to promote the common good. Rarely, however, are the resulting institutions, or the ongoing actions of individuals and governments, perfect embodiments of the democratic ideal. To bring reality closer to the ideal, education of the young is required, first, to help them to discover where their own best interests lie, and second, to help them to acquire the power to realize those interests. Where this process relates to the question of government, it involves helping the young to understand the nature and purpose of government, acquainting them with the practices of government, making them aware of alternative forms of government, and developing in them the skills necessary to guide and check the power of government. Young men and women who lack this knowledge and these skills are doomed to second class citizenship. They remain passive objects grist for the totalitarian mill rather than becoming vital subjects in a democratic society, ever ready to assume greater responsibility for their own lives. An effective civic program, then, must be something more complex than a mere -xplogy for the political status quo. In its full scope it involves for students a transformation s knowledge into active power which will be of practical value to them in their pursuit of personal fulfillment. Shaped by these thoughts, the civic program for schools in the Northwest Territories seeks the development of the good citizen in a democratic society. 1. The citizen understands and accepts the ultimate responsibility he has for shaping, directing and fulfilling his own life. 2. The citizen comprehends the essential harmonious relationship that exists between enlightened self-interest and the general interest of humanity. 3. The citizen appreciates that his rights are the rights of all. 4. The citizen grasps and acts on the principle of duty as well as right. 2 5. The .zen recognizes in democracy a valuable instrument for harmonizing the aspira- tions of others with his own, that is, for securing the common good. 6. The citizen respects and defends the essential principles of democracy. 7. The citizen appreciates the advantages of social cooperation, and in acting on this appreciation, recognizes the occasional need to set aside the attainment of certain values in order to attain others of greater worth. 8. The citizen investigates objectively and thoroughly before committing himself to belief or action. 9. The citizen appreciates those institutions which have served the common good, preserves and enhances them. 10. The citizen challenges and repudiates what is destructive of the common good. 11. The citizen initiates and promotes activity in favor of the common good; 12. In short, the citizen is thoughtful, informed and active; to enhance his own well being, he participates to the best of his ability in the process of social governance. OVERVIEW OF THE NWT CIVIC EDUCATION PROGRAM The Northwest Territories civic education program takes seriously the often repeated statement: "We want our kids to be able to think for themselves ". It attempts to provide a worthwhile educational experience for students enrolled in it. Graduates from the program should display intellectual growth beyond the mere acquisition of knowledge. It is recognized, though, that knowledge must precede any attempt at evaluation. Accordingly, studies have been graduated from Level One through Level Seven. The program begins by inculcating a formal awareness of government, moves to arelatively detailed study of the various levels of government in Canada. and concludes in the final year with an analysis of issues. The focus of each
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