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Strand 4--
Personal and Civic Responsibility |
References to Standards:
Civics and Government 58-60
English Language Arts 44
Social Studies 105-107
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Guidelines:
A) Understanding societal values and principles--Learners understand that societal values can be both a unifying and a divisive force.
- Identify some of the shared political values and principles that unite American society, and explain their importance.
- Discuss conflicting views about the meaning and application of shared values in specific issues. For example, explore conflicting views about the idea that one person's rights end where they infringe on another's. Use a specific context such as proposed sports stadium or whether to permit an industrial facility or housing development that is likely to pollute a stream.
- From speeches and writings on specific environmental issues, identify ways in which advocates appeal to values such as individual freedoms, property rights, the public good, economic well-being, and patriotism.
- Evaluate the principle of stewardship as a shared societal value. For example, compare conceptions of stewardship contained in writings of John Muir, Gifford Pinchot, and Aldo Leopold with their own understanding.
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Civics and Government 74-78
Social Studies 105-107
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B) Recognizing citizens' rights and responsibilities--Learners understand the rights and responsibilities of citizenship and their importance in promoting the resolution of environmental issues.
- Identify rights and responsibilities associated with citizenship, including personal and civic responsibilities.
- Describe ways in which commonly accepted rights and responsibilities of citizenship motivate people to help resolve environmental issues. Consider rights and responsibilities such as acquiring, using and selling property; the right to vote; freedom of speech and assembly; accepting responsibility for the consequences of one's actions; obeying the law; and respecting the rights and interests of others.
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Civics and Government 80-83
Social Studies 91-93, 105-107
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C) Recognizing efficacy--Learners possess a realistic self-confidence in their effectiveness as citizens.
- Explain the ways in which citizen action and public opinion influence environmental policy decisions.
- Describe how individuals and groups act within society to create change, meet individual needs and promote the common good. Illustrate with examples from environmental issues.
- Describe ways in which their actions have made a difference. Use examples that begin in the classroom and the home, and extend beyond to encompass the broader communities in which students begin to see possibilities for action.
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Civics and Government 79-80
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D) Accepting personal responsibility--Learners understand that their actions can have broad consequences and that they are responsible for those consequences.
- Analyze some of the effects that their actions (and the actions of their families, social groups, and communities) have on the environment, other humans, and other living beings.
- Describe actions in terms of their effects that reach into the future.
- Describe their personal responsibilities, comparing their view of their responsibilities with commonly accepted societal views.
- Identify ways in which they feel responsible for helping resolve environmental issues within their community
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