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Civic education topics at the English lessons

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THE MINISTERY OF HIGHER AND SECONDARY SPECIAL EDUCATION OF UZBEKISTAN KARSHI STATE UNIVERSITY THE FACULTY OF FOREIGN LANGUAGES THE CHAIR OF THE ENGLISH LANGUAGE AND LITERATURE On the theme: Civic education topics at the English lessons Written by: student of group 408 Subhankulova Kamila Scientific supervisor: Senior teacher, R. D. Safarova Recommended for Bachelor degree defense Dean of the Roman- German faculty________ Ph.D. A.A.Aliqulov “_____”____________ 2015 Karshi 2015 1

TABLE OF CONTENTS CHAPTER 1. CIVIC EDUCATION IS AN IMPORTANT COMPONENT.........6 1.1. HISTORY OF CIVIC EDUCATION AND CIVIC TERMINOLOGY…9 1.2. EXPLORING THE NECESSITY OF CIVIC AND CITIZENSHIP EDUCATION ………………………………………………………………….....11 1.3. THE ESSENTIAL COMPONENTS OF A GOOD CIVIC EDUCATION AT EFL LESSONS ………………………………………………………………13 1.4. CIVIC SKILLS AND SOCIAL RESPONSIBILITY AND CIVIC ENGAGEMENT …………………………………………………………………15 CHAPTER 11. THE USAGE OF CIVIC EDUCATION TOPICS AT THE ENGISH LESSONS ……………………………………………………23 2.1 TEACHING MORALS IN SECONDARY SCHOOLS…………………27. 2.2. THE RELATIONSHIP BETWEEN CIVIC EDUCATION AND CHARACTER EDUCATION ……………………………………………….37 2.3. SAMPLES OF CIVIC AND CITIZENSHIP TOPICS FOR THE ENGLISH LESSONS……………………………………………………………..48 III. CONCLUSION …………………………………………………………..61

Introduction On December 10, 2012 President of the Republic of Uzbekistan Islam Karimov signed a decree “On measures to further improvement of foreign language learning system”. It is noted that in the framework of the Law of the Republic of Uzbekistan “On education” and the National Program for Training in the country, a comprehensive foreign languages’ teaching system, aimed at creating harmoniously developed, highly educated, modern-thinking young generation, further integration of the country to the world community, has been created. However, analysis of the current system of organizing language learning shows that learning standards, curricula and textbooks do not fully meet the current requirements, particularly in the use of advanced in formation and media technologies. Education i

specialty at their residence area for at least 5 years after graduation. The decree also envisages 30% salary increase for foreign language teachers in rural, 15% increase for those in other areas. Actuality of the theme . Before making the investigation in our qualification work we should give some notions on its organization structure. The theme of my qualification work sounds as following: “Civic education topics at EFL lessons”. This theme has been chosen because the future is in the hands of the youth and to educate good citizens for our young Independent country is very important and this is one of the most important goals we have to achieve as educators. Making that kind of society, that kind of government a reality is the most important challenge Uzbekistan face and the most import

We consider that the novelty of the work is revealed in new materials of citizenship professionals such as Lobron .A, and Selman. R which were published in the Internet. One more novelty is the analysis of the civic education topics usage at the TOEFL lessons for advanced learners. Methods of scientific investigation used within the work. The main method for compiling our work is the method of comparative analysis, translation method and the method of statistical research. Practical Value of the work. In our opinion the practical significance of our work is hard to be overvalued. This work reflects modern trends in methodology and we hope it would serve as a good manual for those who wants to educate better citizens for our society through teaching a foreign language. The present work migh

society, that kind of government a reality is the most important challenge Uzbekistan face and the most important work they could undertake. In the conclusion to our qualification work we tried to draw some results from the scientific investigations made within the main part of our qualification work. In bibliography part we mentioned more than 20 sources of which were used while compiling the present work. It includes Civitas books and articles dealing with the theme, a number of used dictionaries and encyclopedias and also some internet sources. Total amount of the work is 64 pages. 6

Chapter 1. Civic education as an important component. The second essential component of civic education in a democratic society is civic skills. If citizens are to exercise their rights and discharge their responsibilities as members of self-governing communities, they not only need to acquire a body of knowledge such as that embodied in the five organizing questions just described; they also need to acquire relevant intellectual and participatory skills. Intellectual skills in civics and government are inseparable from content. To be able to think critically about a political issue, for example, one must have an understanding of the issue, its history, its contemporary relevance, as well as command of a set of intellectual tools or considerations useful in dealing with such an issue. The

also need to be able to analyze such things as the components and consequences of ideas, social, political, or economic processes, and institutions. The ability to analyze enables one to distinguish between fact and opinion or between means and ends. It also helps the citizen to clarify responsibilities such as those between personal and public responsibilities or those between elected or appointed officials and citizens. In a self-governing society citizens are decision-makers. They need, therefore, to develop and continue to improve their skills of evaluating, taking, and defending positions. These skills are essential if citizens are to assess issues on the public agenda, to make judgments about issues and to discuss their assessment with others in public or private. 2 In addition to th

schooling. The youngest pupils can learn to interact in small groups or committees, to pool information, exchange opinions or formulate plans of action commensurate with their maturity. They can learn to listen attentively, to question effectively, and to manage conflicts through mediation, compromise, or consensus-building. Older students can and should be expected to develop the skills of monitoring and influencing public policy. They should learn to research public issues using electronic resources, libraries, the telephone, personal contacts, and the media. Attendance at public meetings ranging from student councils to school boards, city councils, zoning commissions, and legislative hearings ought to be a required part of every high school student's experience. Observation of the

1.1. History of civic education and civic terminology. It should be appropriate to stop on the meaning of the term Civics and give the definition of this term which has been taken from different literatures. So, according to American Heritage Dictionary of the English Language, Encyclopedia, Civics (sĭv′ĭks) - The branch of political science that deals with civic affairs and the rights and duties of citizens. According to the “Random House Kerman Webster's College Dictionary” the study of the rights and responsibilities of citizenship, the study or science of the privileges and obligations of citizens. It’s a social science - the branch of science that studies society and the relationships of individual within a society. Citizenship is the development of the skills, attitudes, beliefs

that is required for the maintenance and improvement of any constitutional democracy. In the past decade we have witnessed dramatic demands for freedom on the part of peoples from Asia to Africa and from Central and Eastern Europe to Latin America. And as we have seen one totalitarian or authoritarian regime after another toppled and fledgling democratic governments replace them, we may have become too optimistic about the future of democracy. We also may have become too complacent, too sure of democracy's robustness or of its long term viability. History, however, teaches us that few countries have sustained democratic governments for prolonged periods, a lesson which we as Americans are sometimes inclined to forget. Our country, of course, should take pride and confidence from the fa

and the kind of government we want to have requires effort and commitment on the part of its citizens. We want a society and a government in which human rights are respected, in which the individual's dignity and worth are acknowledged; in which the rule of law is observed; in which people willingly fulfill their responsibilities, and in which the common good is the concern of all. Making that kind of society, that kind of government a reality is the most important challenge Uzbekistan face and the most important work they could undertake. 12

1.2. Exploring the necessity of civic and citizenship education. Civic Education in a democracy is education in self-government. Democratic self-government means that citizens are actively involved in their own governance; they do not just passively accept the dictums of others or acquiesce to the demands of others. As Aristotle put it in his Politics (c 340 BC), "If liberty and equality, as is thought by some, are chiefly to be found in democracy, they will be attained when all persons alike share in the government to the utmost." In other words, the ideals of democracy are most completely realized when every member of the political community shares in its governance. Members of the political community are its citizens, hence citizenship in a democracy is membership in the body po

commitments, capabilities, and actions as members or prospective members of communities. Civic education need not be intentional or deliberate; institutions and communities transmit values and norms without meaning to. It may not be beneficial: sometimes people are civically educated in ways that disempower them or impart harmful values and goals. It is certainly not limited to schooling and the education of children and youth. Families, governments, religions, and mass media are just some of the institutions involved in civic education, understood as a lifelong process. A rightly famous example is Tocqueville's often quoted observation that local political engagement is a form of civic education: “Town meetings are to liberty what primary schools are to science; they bring it within t

republicans have seen a certain kind of citizenship--highly active and deliberative-- as constitutive of a good life, and therefore recommend a republican regime because it permits good citizenship.Who may decide what constitutes good citizenship? If we consider, for example, students enrolled in public schools, should the decision about what values, habits, and capabilities they should learn belong to their parents, their teachers, the children themselves, the local community, the Mahalla? We may reach different conclusions when thinking about 5-year-olds and University students. What means of civic education are ethically appropriate? It might, for example, be effective to punish students who fail to memorize patriotic statements, or to pay students for community service, but the ethics

development and/or review process. Those voluntary standards which have been well received and critically acclaimed, not only in the country of their origin but in many other nations as well, identify three essential components: civic knowledge, civic skills, and civic dispositions. Civic Knowledge Civic knowledge is concerned with the content or what citizens ought to know; the subject matter, if you will. In both the National Standards and the Civics Framework for the 1998 National Assessment of Educational Progress (NAEP), which currently is underway in schools across the United States, the knowledge component is embodied in the form of five significant and enduring questions. These are questions that have continued to engage not only political philosophers and politicians; they are que

informed judgments about the nature of civic life, politics, and government, and why politics and government are necessary; the purposes of government; the essential characteristics of limited and unlimited government; the nature and purposes of constitutions, and alternative ways of organizing constitutional governments. Consideration of this question should promote greater understanding of the nature and importance of civil society or the complex network of freely formed, voluntary political, social, and economic associations which is an essential component of a constitutional democracy. A vital civil society not only prevents the abuse or excessive concentration of power by government; the organizations of civil society serve as public laboratories in which citizens learn democracy by d

participatory skills. Intellectual skills in civics and government are inseparable from content. To be able to think critically about a political issue, for example, one must have an understanding of the issue, its history, its contemporary relevance, as well as command of a set of intellectual tools or considerations useful in dealing with such an issue. The intellectual skills essential for informed, effective, and responsible citizenship sometimes are called critical thinking skills. The National Standards for Civics and Government and the Civics Framework for the 1998 National Assessment of Educational Progress (NAEP) categorize these skills as identifying and describing; explaining and analyzing; and evaluating, taking, and defending positions on public issues. A good civic education

The ability to analyze enables one to distinguish between fact and opinion or between means and ends. It also helps the citizen to clarify responsibilities such as those between personal and public responsibilities or those between elected or appointed officials and citizens. In a self-governing society citizens are decision- makers.They need, therefore, to develop and continue to improve their skills of evaluating, taking, and defending positions.These skills are essential if citizens are to assess issues on the public agenda, to make judgments about issues and to discuss their assessment with others in public or private. In addition to the acquisition of knowledge and intellectual skills, education for citizenship in a democratic society must focus on skills that are required for informe

through mediation, compromise, or consensus-building. Older students can and should be expected to develop the skills of monitoring and influencing public policy. They should learn to research public issues using electronic resources, libraries, the telephone, personal contacts, and the media. Attendance at public meetings ranging from student councils to school boards, city councils, zoning commissions, and legislative hearings ought to be a required part of every high school student's experience. Observation of the courts and exposure to the workings of the judicial system also ought to be a required part of their civic education. Observation in and of itself is not sufficient, however. Students not only need to be prepared for such experiences, they need well planned, structured opp

science; they bring it within the people's reach, they teach men how to use and how to enjoy it.”Who has the full rights and obligations of a citizen? This question is especially contested with regard to children, immigrant aliens, and individuals who have been convicted of felonies. In what communities ought we see ourselves as citizens? The nation-state is not the only candidate; some people see themselves as citizens of local geographical communities, organizations, movements, loosely- defined groups, or even the world as a whole.What responsibilities does a citizen of each kind of community have? Do all members of each community have the same responsibilities, or ought to there be significant differences, for example, between elders and children, or between leaders and other member

An educator might engage students in open discussions of current events because of a commitment to treating them as autonomous agents, regardless of the consequences. As with other topics, the proper relationship between means and ends is contested.These questions are rarely treated together as part of comprehensive theories of civic education; instead, they arise in passing in works about politics or education. Some of these questions have never been much explored by professional philosophers, but they arise frequently in public debates about citizenship. Civic engagement through community problem solving. The Good Citizen: Historical Conceptions Education through Political Participation Early Civic Education The Good Democrat Civic Education in a Representative System Deliberative Democr

them a familiar knowledge of the subjects with which they are thus left to deal. Give students opportunities to contribute their considered opinions about the governance of the school—not just through student governments, but in forums that engage the whole student body.Help students to understand how their own schools and school systems are run, who makes the policies that affect them, and what issues are being debated by local educational leaders and the community.Collaborate with the community and local institutions including colleges and universities to provide civic learning opportunities. Provide teachers with access to professional development in civics, foster collaboration and networking, and recognize teachers who are doing good work in this area.Infuse a civic mission throughout

coincide. Democratic societies have an interest in preparing citizens to rule and to be ruled. Modern democracies, however, are different from the ancient polis in several important and pertinent respects. They are mass societies in which most people can have little individual impact on government and policy. They are complex, technologically-driven, highly specialized societies in which professionals (including lawyers, civil servants, and politicians) have much more expertise than laypeople. The Good Person. The qualities of the good citizen are not simply the skills necessary to participate in the political system. They are also the virtues that will lead one to participate, to want to participate, to have a disposition to participate. Citizens, that is, ought to display a certain kind

Modern Forms of Civic Education. In the United Kingdom and United States, most students are required to take courses on government or civics, and the main content is essentially political science for high school students. In other words, they use textbooks and other written materials to learn about the formal structure and behavior of political institutions, from local government to the United Nations. Another goal may be to increase young people's appreciation of the existing constitutional system so that they will be motivated to preserve it. Chapter II The Usage of Civic education topics at the English lessons Civic Education through Discussion at the English lessons. Especially if one's theory of democracy is deliberative, the core of civic education may be learning to talk an

intervention in which the participants' social concerns and their desire to use the TL to discuss real-life situations where the basis to engage them in situated language learning tasks. The research proposal resulted from a needs analysis process that included a questionnaire to know about students' prior learning EFL experience at the university and a revision of institutional documents to better understand how teaching and learning were conceived at my workplace. A major finding was the strong emphasis on the influence of the social context in the professional training process. Both the students and the documents talked about addressing issues in today's world as a strategy to develop the competencies to contribute with the Uzbek society. Yet, the learners' descriptions

interaction, negotiation, and/or socialization processes occur and learners are expected to participate actively in them. If we educators distance ourselves from traditional teacher-centered approaches and aim to help our students to become agents in their learning process, we need to know and value their different "ways of being in the world". In this study, Discourses are seen as 'meaning-full' (intentional) acts resulting from both our need to communicate and our understanding of the way the world functions. Citizenship Education to Enhance Socially Situated EFL Learning Practices As mentioned in the introduction, one of the main objectives at my workplace was to educate socially aware professionals and citizens with high critical thinking and social skills. Although the

communicative skills and CCs. Rather than judging the participants' beliefs, my intention having a typology was to account for the moments in which they positioned themselves as members of society. With these specifications in mind, below it is described the instructional design that made it possible to move from theory to practice.Pedagogical Intervention. Most of the learners manifested their interest in developing a class project focused on the analysis of social issues during the needs analysis stage, thus I endeavored to propose innovative PBL activities to make that happen. Briefly, the pedagogical intervention consisted of twelve project-based lessons, which provided students with new tools to communicate in the TL and to learn with and from peers by means of discussions, oral p

discursive approach was used to describe the complex and dynamic relationships among discourse, social practices, and learning. The participants were a coeducational group of seventeen undergraduate students from different majors (psychology, engineering and graphic design) whose ages ranged between 17 and 20 years, and who had taken two other English courses at the university by the time the study began. 2.1. Teaching Morals in EFL lessons. The data gathering and the preliminary data analysis occurred in the midst of teaching. Student artifacts, transcriptions of students' project oral reports, and a conference with the members of each project- based group were the tools selected to obtain the data and answer the research questions. Progressively, it became interested in examining how

student artifacts and from the conferences were purposefully chosen to illustrate a pattern in the discourses about a society formed by self-centered individuals. Drawing on the ideas of Sunderland (2004), I made a pun to name this the "I Come First" discourse in order to acknowledge the participants' criticism against individualism, irresponsibility, and other "antisocial" behaviors, as well as the conflict between the ideal and the real society, which I identified in their discourses.To explain this category it is analyzed the excerpts in Table 2 and some more data from the group conferences. The integrative analysis allowed me to point out new elements in the research process and to find commonalities and differences among the social discourses encountered. Briefly,

intervention. Interestingly, while parents were found guilty of problems like disruptive behavior and other psychological disorders in the younger generations, children were positioned as vulnerable and sensitive to their social environment. According to the participants, lack of family planning and a busy and materialistic lifestyle in which work and money seem to prevail over the family have gradually deteriorated the quality of the home environment and, consequently, the construction of successful interpersonal relationships for many individuals. The transcriptions of a project are used oral report done in class and two excerpts of the group conferences to support my interpretation of the information and correlate the participants' discourses in English and in Uzbek.Most of the part

learners had more opportunities to discuss matters in which their specific knowledge as well as their cognitive, emotional, and communicative competencies became apparent. As a result, the data portrayed the interplay of social discourses and how that had an impact on the EFL learning process practice by presenting the TL as a tool for meaning-full (purposeful) communication and the language classroom as a site for co-construction of knowledge to undergraduate students.Multiple discourses became apparent as the students had the opportunity to talk about topics that they found 'unusual but cool to discuss in the EFL class. Assuming that reality is discursively constructed, this study demonstrated that when a range of discourses are embraced in the EFL classroom, students have greater ch

From the experience, more consistent teaching practices are viable if there is careful planning informed by an ongoing process of reflection and change that incorporates "non-academic" issues into the EFL class. Given the characteristics of my teaching setting, the DA framework employed to yield the results was suitable to comprehend more clearly the linguistic and sociocultural elements that are in play when learners use the TL to build arguments and express their understanding of reality.Limitations and Final Remarks. Dealing with time constraints to carry out the project-based lessons and getting students acquainted with the methodology were the biggest challenges we face at the beginning of the course. Activities from “Good Citizen” can help develop Grade 4-6 pupils understandi

can have for others they don’t necessarily admire.Out of honesty, compassion, and respect comes Responsibility, which includes both private, personal responsibility and public responsibility. Individuals and groups have responsibilities. Responsibility is about action, and it includes much of what people think of as good citizenship. You may wish to point out that one of the main responsibilities of students is to learn. They must educate themselves so that they can live up to their full potential. Finally, the theme of Courage is important to good citizenship. Human beings are capable of moving beyond mere goodness toward greatness. Courage enables people to do the right thing even when it’s unpopular, difficult, or dangerous. Many people---including Amir Timur, (Tamerlane),AlisherNavoi,

commander and outstanding but firm and resolute statesman Timur became the ruler of Mavara-Un-Nahr in 1370. His rule and the rule of his descendants — Sharhruh, Ulugbek and Bobur were marked by the growth of productive forces, the development of irrigation, arts and crafts, trade and flourishing of the literature, science and art of ancient Samarkand and Mavara-Un-Nahr. Ulugbek Ulugbek (Muhammad Taragai) was born in 1394 in Sultania. His father was great Timur’s son Shahruh, his mother was Gavharshodbegim, the granddaughter of the Naiman’spadishahKutlugkhan. His grandmother Saraimulkhanum brought up Ulugbek.When he was 15 years old he became the ruler of Samarkand. When he was 17 he became the ruler of Mavara-Un-Nahr and he ruled the state for 40 years. Really it was very difficult for him

Bobur, Zahir-Iddin Bobur, Zahir-Iddin (1483-1530) founder of the great Mogul dynasty in India, was a Barlos Turk descended on the male side from Timur and on the female side from Chagatai Khan (son of Genghis Khan, the great Mongol scourge of Asia). In 1494 at the age of eleven, he succeeded his father, Sultan Mirza, as a ruler of the small state of Fergana. From 1494 to 1504 he vainly endeavored to maintain his position in Fergana, but he was expelled by more powerful neighbors and eventually sought refuge in the mountain fortresses of Kabul, which became his headquarters until 1525. Political conditions in India contributed to the success of his plans. Bobur’s defeats and victories are recorded in his frank and intimate memoirs (the Bobur-Noma). Bobur recorded in his famous memoirs that

For kindergarten and first graders, learning the five themes as distinct concepts is less important than beginning to recognize that good citizenship behavior is based on certain principles. Here are a few activities that might help promote that recognition among your students.Classroom Rules (Use as a discussion starter and a writing/drawing prompt.)Start a discussion about the rules that should be followed in your classroom. Write each rule as it is discussed on the board or a chart. Talk about why each rule is important. If students don't suggest anything like the following rules, which relate to the five themes, you can add them: •Tell the truth. •Be caring. There was once a boy who was very rich and clever. He had practically everything a boy could ever want, so he was only intere

towards the park. But, seeing the time, he decided to turn round and head for home, without having been able to play, without toys, and without money. At home, he went to his room, and noticed a shining light in the corner; the same corner he had left the mirror in. Seeing this, he went over to the mirror, and realized that the light was coming from his own body, so radiant with happiness he had become. And so he understood the mystery of that mirror, the only mirror which could faithfully reflect the true joy of its owner. He realized it was true; he felt genuinely happy at having helped that little boy. And since then, each morning when he looked in that mirror and failed to see a special shine, he already knew what he had to do to bring it back.Pedro Pablo Sacristán •Respect others . I

•Tell a story about a time you told the truth, even though that was a difficult thing to do.Tell a story about a time you felt happy or sad for somebody or something. •Tell a story about someone you respect.Tell a story about a time you took responsibility for something you had done or said.Tell a story about being brave. What Could Happen Next? (Use as a prompt for discussion, drawing, or writing.) Ask students to discuss, draw, or write in response to the following questions: •You find a watch on the playground. What could happen next? •Everybody is in a hurry. A kid near you trips and falls down. What could happen next? •Your teacher asks the class to be quiet after somebody said something really funny. What could happen next? •You borrowed a pencil from the teacher's desk and lost

words. You didn't read a story last night because you were having too much fun playing video games. You figured you could remember an old story. When your teacher calls on you, you are suddenly nervous and can't remember any stories at all. What should you do?Call for Compassion (Use as a writing prompt or a discussion starter.)A teenage neighbor is responsible for you while your parents go to a movie. Your neighbor wears a hearing aid because he is partially deaf. Tonight, he tells you his hearing aid isn't working very well. The telephone rings, but your neighbor doesn't hear it, so your parents' answering machine takes a message. When your neighbor isn't watching, you play the message back. The message is from your parents. They had forgotten to tell your neighbo

sixth-graders have a pretty good understanding of the concepts of honesty, compassion, respect, responsibility, and courage. Whether they behave honestly, compassionately, and so on is another matter, but that's true for people of all ages: Everyone finds it challenging, from time to time, to live up to those high ideals.One key reason for this is that citizenship ideals sometimes conflict with one another or with other values. With young people, peer pressure -- the desire to make and keep friends at almost any cost -- often competes with other ideals. Following are some activities that can help students explore some of the problems in living up to the five themes of citizenship.Truth in Friendship (Use as a writing prompt, a discussion starter, or a role-playing activity.) Imagine th

Why or why not? (Use as a writing prompt.)Imagine you're playing basketball with a friend. Some kids come up and take your friend's basketball. Create more specific details about this kind of situation, and then describe what you would do. (Discuss and role-play based on the additional circumstances students describe in their writing. Note that sometimes a person needs courage to walk away from a situation.) What is the purpose of education? This question agitates scholars, teachers, statesmen, every group, in fact, of thoughtful men and women. The conventional answer is the acquisition of knowledge, the reading of books, and the learning of facts. Perhaps because there are so many books and the branches of knowledge in which we can learn facts are so multitudinous today, we begin

to be interested. Besides there was something dark and sinister about politics, and it was more respectable not to know politicians or political methods too well. Business might necessitate some dealings with these rather inferior and nefarious beings, but the general attitude of the righteous was like that of a high-minded and upright citizen of New York City who once remarked to me that a certain political organization was undoubtedly corrupt, but he preferred (the belonging to an opposite political party) to keep this wicked organization in power as "you paid for what you wanted and were sure to get it, whereas reform administrations were not so reliable in this ability to 'deliver the goods'!"How shall we arrive at these objectives? We think of course of history as a fi

towards national sovereignty, people’s dignity through rule of the law and social justice. It also shows his marvelous socio-economic achievements. It rightly highlights the importance of national history, culture and harmony of its people at large. He stressed the need to have sustainable economic development in the country in order to cope with the emerging challenges. On 22nd National Day of the Uzbekistan, he addressed to his brave nation and shared the importance of independence in their lives. He congratulated the entire nation. He rightly termed independence as a basic right . Then we come down to our own history, observing the characteristics and the backgrounds of the people who founded our nation and those who have come to us since; the circumstances of pioneer life and the rapid

participate in a matching game to learn what the Constitution is and what it does for them. They will recognize key images related to the Constitution and its history.This lesson introduces the study of authority. Children learn when people are exercising authority and when they are exercising power without authority. Children learn how and why authority is useful in society. In this lesson, students develop an awareness of the Constitution by exploring what it is and why it is important. Students examine their classroom rules poster as an introduction to the concept of rules and learn that the Constitution is the law of the republic of Uzbekistan. This lesson introduces students to important facts about the Constitution and its history. This lesson introduces the study of authority. Stude

to a later understanding of economic questions. As citizens economic problems will often claim our attention, and the power to understand them is essential to wise solutions.There are many questions today between capital and labor in our own country, and for that matter in the other countries of the world, which are drawing us closer and affecting our home conditions more and more each year. Mathematics and humanity are strangely intertwined, and an ability to understand both is essential to well-balanced decisions in questions of this kind. From the point of view of character-building, the harder these subjects are to master the greater will be the sense of self-mastery and perseverance developed.The other school contacts-social activities and athletics-develop team play, cooperation, and

colleges.Teachers must have leisure to prepare, to study, to journey in new fields, and to open new sources of knowledge and inspiration and experience for themselves. You cannot impart what you have not made your own. You cannot engender enthusiasm if you have lost it. Teaching is dead when the subject does not inspire enthusiasm in the teacher. Then there must be leisure to cultivate your pupils. The best teaching is often done outside of the classroom. It always interests me how can we, as educators teach our pupils during English lessons to be better citizen, to be better person. They seem to look back on them as something particularly hallowed, and it seems to me that they have furnished inspiration to countless men whose lives have followed a hundred different paths. One cannot get t

almostevery individual went out with the determination to do something in the world and make every effort to self-development. She says it was due to the contact with a teacher who lent them her books and talked them over (giving them their first appreciation of good literature), who went on picnics with them, and opened their eyes to the beauty of nature by her own keen appreciation and enjoyment.I believe that each one of us, if we delve in our memories, can find some similar experience which will uphold my contention that a great teacher is more important than the most gorgeous building. Where no such contacts have been experienced, the most ideal surroundings will not make our school-days anything but a succession of dull and meaningless tasks.There are many inadequate teachers today.

the elders break the laws, do not bother to vote in elections or primaries, do inform themselves and listen to the discussion of public questions, and do not take the trouble to make up their own minds after real consideration, the child will do likewise. If the elders look upon public questions from purely selfish angles, with a view as to how they will be affected personally, and not as to what are the needs of the country or of the world, then it is safe to predict that youth will do the same. This teaching of citizenship in the schools must be supplemented by teaching and example in the home.It is recognized of course that on our public schools devolves the teaching of by far the greatest number of our children. Through their children and in their evening classes they hear our history

and civic responsibility. Voting, conserving natural resources, and taking care of oneself are all part of citizenship. In addition, citizens often participate in local community projects dedicated to the common good. In response to concerns about children's ethical development, many states have adopted character education programs of which citizenship is a part. Most educators agree that helping children understand their rights and obligations as an Uzbekistan citizen needs to be reinforced in all grades. Educators are obligated to teach students the history of our democracy on a level children can comprehend. Helping students explore citizenship and connecting it to their lives are the keys to true understanding. When children are exposed to storytelling, drama, and other activities

2.Define a good citizen and have the students share personal stories about when they exhibited citizenship. For example: ◦I was friendly to a new child from a different country. ◦I helped clean up the park. ◦I collected used toys and clothes for needy children. ◦I walked away from a fight. ◦I said "no" when a friend asked me to steal money from another child. ◦I wear my bike helmet and follow other bike safety rules. ◦I wait for the signal to cross the street and I stay in the cross walk. 3.Ask students to describe what would happen if there were no rules or laws at home, in school, in traffic or against stealing, attacking, etc. 4.Involve them in making classroom rules. Discuss why rules are important and have them define the consequences if they are broken. 5.Ask the students to

7.Ask the students to search for local citizens who generously contribute to the good of the community(Mahalla). Thank or honor them in some way. 8. Have them read, analyze and debate newspaper articles on various topics concerning civic life. 9. Have the children create a video on «Life in Uzbekistan" or another related topic. 10.Invite speakers to share their knowledge of Central Asian history or portray historical characters. 11.Read or have the students read stories about extraordinary people of Uzbekistan and then act out the stories. 12.Teach an understanding of the country's founding documents: Declaration of Independence, Constitution of Uzbekistan, and National Flag of Uzbekistan. 13.With an adult's assistance have the students take photographs in their Mahalla/communi

19.Support a school-wide student council composed of representatives from each classroom. 20.Encourage students to participate in community service projects such as recycling, picking up litter, and volunteering for other worthwhile projects. Be a Model Citizen. The best way to teach kids about our government is to demonstrate your devotion to what the entire system represents. That means voting regularly serving on a jury willingly when you're called, obeying laws (even if you don't always agree with them), and working for change -- whether by attending a demonstration or posting a petition on your Facebook page. Anything that shows you're confident of your own role as a citizen will have a lasting impact on your child. Start With the Basics. Make sure your preschoolers begin

challenges to diverse democratic nation-states is to provide opportunities for different groups to maintain aspects of their community cultures while at the same time building a nation in which these groups are structurally included and to which they feel allegiance. A delicate balance of diversity and unity should be an essential goal of democratic nation-states and of teaching and learning in a democratic society.The challenge of balancing diversity and unity is intensifying as democratic nation-states such as the United States, Canada, Australia, the United Kingdom, and Japan become more diversified and as racial and ethnic groups within these nations try to attain cultural, political and economic rights. The democratic ideologies within the major democratic nations and the wide gap bet

actions help others, research shows it helps them become happier, more successful adults. In a democracy, children and adults express citizenship in three ways, through: Responsible actions Leadership Innovative thinking The more children learn to develop skills and abilities that support citizenship, the greater mark they make on the world. It's that simple. Democracies need citizens to play three roles and the more roles people play, the greater society thrives. Parents and educators influence how kids view citizenship and how they eventually turn ideas and passion into action. "I Am Responsible"When children are young, they learn kindness, respect, and empathy - internal strengths that connect them to others. You can't just talk about these feelings; kids need to experie

ten have the capacity to inspire and mobilize others. Consider the story of Eden Eskaros, who on a recent visit to Mexico noticed children were not wearing shoes. When she returned home, this ten-year-old enlisted the aid of her community and sent over 1,000 pair of shoes to her new friends south of the border.When children learn to improve their communities, they develop the capacity to organize others. They acquire problem-solving, planning, time management, and marketing skills. They learn about community agencies and how local governments work. Experiences that involve teamwork, collaboration, and interaction are training grounds for future organized citizens, people who set goals, work within established systems, and motivate others to help. These kinds of citizens coordinate food dri

people who see beyond surface causes and effect change in their communities and beyond. These kinds of citizens question why people are hungry, debate the solutions to global warming, or investigate the relationship between race and poverty. What Makes a GREAT Citizen? No matter how young or old, everyone can make their mark on the world through good citizenship. But we have the capacity to help children and teenagers become GREAT citizens -- compassionate people who are responsible, organized, and innovative.Not only will they serve the good of the nation but they will become tomorrow's ethical business leaders, parents, and workers. While we know this is how democracy thrives, there is one hitch. Citizenship is developed during childhood and adolescence.Parents, educators, and commun

Find a variety of resources on food and hunger on the Guardian Teacher Network to learn some successes about challenges and a great opportunity for debate. It will be appropriate to showcolorful photos from around the world illustrating charity. Start with human rights. The 1948 UN Declaration of Human Rights (UDHR) is a commitment to everyone sharing a set of basic fundamental rights, and kids understand this. You can bring a range of issues back to it - for example 67 million kids are denied the right to education every year - a rich topic to discuss. You can bring this to life use with a (very popular) school-based campaign called Send my Friend to School or see UNICEFs Rights Respecting Schools Award. See also these resources from Amnesty which explore human rights as a preparation for

types of civic responsibility. These include exercising the right to vote, community volunteerism, multicultural understanding and respect for common space. Melting Pot. A good starting point for teaching good citizenship is to give students an understanding of the similarities and differences between them and their peers. The following activity for 5-6 grade pupils. For a homework assignment, give pupils a worksheet to write down characteristics about themselves: their favorite foods, TV shows, sports, dances, music, languages spoken, and any other attributes relevant to the students. The next day, the class should be broken up randomly into groups of four or five students. In these groups, students should create Venn diagrams of each attribute, with the overlapped center of the diagram b

four or five remaining in the bowl. Students can cycle the fisher in each group until there are no fish remaining. Next, the same cycling can take place, except students will be charged "$2" for each fish. Students should then compare the outcomes of this situation, which simulates the tragedy of the commons.Voter Simulation. Students should begin by learning about the importance of voting in America. Then, they can simulate votes on different topics and measure "turnout." A teacher should first consider what topics will be controversial for students and which will likely yield unanimous votes. For example, one vote could be on "canceling recess," which all students would vote against, but another could be on "best TV show," which likely would be more contro

Overall Objective: Students will be able to analyze and describe a hero according to general ideas defining the characteristics of a hero. Civic Education Objective: Students will be able to answer questions about a folk hero. Curriculum Connection:Students read and listen a wide range of print and non- print texts to build an understanding of texts, of themselves, and of the cultures of the Uzbekistan and the world; to acquire new information; to respond to the needs and demands of society and the workplace; and for personal fulfillment. Class Context and Needs : There are 15 students in the 6th grade and they are 11- 12 years old. They have been learning English for four years. There are no students of special needs, the class is mixed ability, though. Students don’t misbehave at the les

T. gives each group atext, which is cut and mingled.Ss. read them and put into the correct order.T. asks each group which is the first , second, third, fourth and fifth part.Each groups reads one part.(Handout 2 ) 7 min Activity two T. tells students that they are going to write questions about the text in their groups and after finishing each group asks one question to another group. If the groups has a correct answer they get 1 point, if not another group answers .Ss. use 5 W chart. (Handout 3) 15 min. Assessment Students compete self-ovulation form.(Handout 4 ) 5 min. Homework Ss. have to create their own hero and write a story him or her. 3 min. CONCLUSION The theoretical part of my diploma work deals with language as a mean of communication.It issues from the profession of a language

to analyze them. Civics education is vital to our nation’s future, since, youth who learn civic attitudes, skills and knowledge, reinforced by family and schools, are far more likely to be civically active all their lives.Give students opportunities to contribute their considered opinions about the governance of the school—not just through student governments, but in forums that engage the whole student body. Help students to understand how their own schools and school systems are run, who makes the policies that affect them, and what issues are being debated by local educational leaders and the community.In addition to contributing to our knowledge of effective practices, recent research emphasizes the importance of the timing of civic education. Developmental psychologists and political

3. Clover, D. (2006, January 1). Culture and antiracism in adult education: An exploration of the contributions of arts-based learning. Adult Education Quarterly: A Journal of Research and Theory, 57(1), 46-61. 4. Dlaska, A. (2003, January 1). Language learning in the university: creating content and community in non-specialist programmes. Teaching in Higher Education, 8(1), pp. 103-116. 5. FundaciónUniversitaria Los Libertadores. (2007). ProyectoEducativoInstitucionalLibertador (PEIL). Bogotá, Colombia:Kimpres Ltda. 6. Gee, J.P. (1989). Literacy, discourse, and linguistics: Introduction. Journal of Education, 171(1), 5-17. 7. Gee, J.P. (1999). An Introduction to Discourse Analysis: Theory and Method. New York: Routledge. 8. Gee, J.P. (2004). Discourse analysis: What makes it critical? In

doi:10.1598/RT.60.6.3. National Constitution Center(1997). The Constitution Poll. Washington, DC: The National Constitution Center. 14. National Education Goals Panel(1996). The National Education Goals report: Building a nation of learners, 1996. Washington, DC: U.S. Government Printing Office. 16. National Education Goals Panel(1997). The National Education Goals report: Building a nation of learners, 1997. Washington, DC: U.S. Government Printing Office. 17. Nie, N.H., Junn, J., &Stehlik-Barry, K.(1996). Education and Democratic Citizenship in America. Chicago, IL: The University of Chicago Press. 18. Ostrom, E.(1991). Governing the Commons. Bloomington: Indiana University Press. 19. Parker, W., ed.(1996). Educating the Democratic Mind. Albany, NY: State University of New York Press. 20

2. http://www.gwu.edu/~ccps/pop_civ.html 3. http://www.civicsandcitizenship.edu.au/cce/ 4. http://www.civiced.org/ 5. http://www.civicsandcitizenship.edu.au/cce/ 6. http://www.unesco.org/education/tlsf/mods/theme_b/mod07.html 7. http://www.aph.gov.au/About_Parliament/Parliamentary_Departments/ Parliamentary_Library/pubs/rp/rp9899/99RP15 8. http://www.info.com/civics%20citizenship?cb=9&cmp=4473 9. http://www.springinstitute.org/Files/bibliography.pdf 10. http://www.archive.org/stream/civicscitizenshi00cloyrich/ civicscitizenshi00cloyrich_djvu.txt 11. http://www.uscitizenshiptestguide.com/text/sampletest.html 12. http://glencoe.mheducation.com/sites/0078803098/student_view0/ index.html 13. https://iwpr.net/global-voices/another-term-uzbek-leader-and-then-what 66

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