Professional Documents
Culture Documents
The Social Studies, since the publishing of the Report of 1916 had, and continues
to have, documented concerns involving its content, relevancy and pedagogy. To date,
despite annual NCSS conventions and caucuses, it seems social studies remain, largely,
textbook reliance, and autocratic instruction was recognized and decried in 1916, the
prevailing view is the traditional social studies classroom remains. Gloria Ladson-
Billings in, “Differing Concepts of Citizenship” writes, “Typical courses are organized
and taught using lectures, textbooks, and pencil and paper exams.” (Course Reader, 3)
become the antidote for the social studies status quo. Today, teachers have the ability to
access in-depth, subject related information that can supplement their daily lessons, or
employ as primary instruction tools. Especially in social studies, teachers are able to
view teaching ideas that can relate the local to international and the past to the present;
Constitution Center, teachers can view and utilize curricula for their social studies
classes that are aligned with individual states’ Core Curriculum Standards and, even
more impressive, designed by both university professors and high school teachers for
Teachers of the social studies at the turn of the century did not have cutting-edge
various and fresh curricula could be the cure for the “common social studies
classroom.”
in the air this November in comparison to the Novembers of the past. Politics has
lives for the past few months. Students have seen commercials ending with “…and I
approve this message”, seen rappers and rock singers ally themselves with political
candidates, and in urban areas especially, seen signs on abandoned houses and telephones
poles reading “Stop Bush” since Labor Day. As a result, it seems more curiosity and
questions are permeating from America’s youth, concerning politics, now more so than in
the past. While some young people are aware that the elections of 2006 were midterm
interest in politics are being piqued at, arguably, the right time because while many may
have been too young to vote in the 2006 elections, many will be able to vote in the “Big
Where once in the past, a social studies teacher may have been the single
purveyor of information concerning the presidential voting process, the power the office
wields or insight about the candidates, no longer does the instructor have to be student’s
sole source of information. Curricula available online can assist social studies teachers in
elections that would seem most interesting to students would be the most recent
presidential election of 2004. With careful examination, students can see for themselves
the differing paths George W. Bush and John F. Kerry traveled that forged their
personalities, ideologies and party affiliations; and the consequences of America voting
2004 is a complete, well-rounded curriculum from which instructors can teach the
presidential election of 2004 and, as a result possibly, capitalize on the rising level of
interest and desire to be heard as demonstrated in the atmosphere surrounding the 2006
mid-term elections.
Frontline, PBS’s public affairs television series, has presented the nation with fair,
accurate reporting on controversial and crucial public matters from the “War on Drugs” in
the 1980’s, to the aftermath of Hurricane Katrina, since its inception in 1983. Since then,
Frontline’s reporting and detailed presentation and analysis of issues has earned the series
“every major award for broadcast journalism, including thirty-two Emmys, twenty-two
DuPont-Columbia University Awards, twelve Peabody awards and nine RFK Journalism
awards.” (www.pbs.org/wgbh/pages/frontline/us/david.html)
And fortunately for teachers who seek to use the election of 2004 as a mechanism
to familiarize students with politics and elections, Frontline has done a documentary on
the 2004 presidential election along with a complete curriculum guide to assist teachers
Nathan of Media Education Consultants, Dr. Sharon Jarvis of the University of Texas and
the Annette Strauss Institute for Civic Participation and Patricia Gimmer of Carbondale
High School in Carbondale, Illinois. The stated goals of the Choice 2004 curriculum is
students will become more familiar with “partisan affiliations of George W. Bush and
John Kerry, the political parties in campaign 2004 and where each party stands on
Some students may be relatively familiar with politics and with the candidates of
the 2004 presidential election. Not surprisingly, teachers and adults, in general, have the
unaware about political and civic issues. In “Political Apathy and Avoidance of News
Media Among Generations X and Y”, Stephen Bennett writes, “According to the 1998
National Assessment of Educational Progress in civics, most high school seniors lack
teachers should allow ourselves to be surprised by our students from time to time. With
that in mind, the curriculum has designed a handout to be distributed to students entitled
“What Do You Know about Political Parties in Campaign 2004”. This preliminary
exercise asks students, in the form of class discussion questions like, “What policies are
favored by the Democratic Party? Republican Party?” and “What are some of the other
political parties (often called third parties) in the United States?”. This exercise is
suggested to be performed before viewing the documentary. Hopefully, students who are
interested in politics will have a chance to prove stereotypes about the apathetic youth
wrong, and at the same time, have the spotlight to display what they know – which we all
enjoy from time to time. After the pre-documentary exercises are complete, the
The keystone of the Choice 2004 curriculum is, indeed, the video documentary
that can be purchased in VHS or DVD mediums, or can be viewed online for free. The
two-hour documentary begins with introducing students to John Kerry and George W.
Bush before their public careers. It drives home the point that these two eventual
presidential candidates were living very different lives prior to 2004 Presidential race.
Further, it analyzes the differences behind both party’s ideological beliefs and
motivations. The documentary also introduces students to public figures who are often
still in the news today like John McCain, Karl Rove and Ted Kennedy. John Stone writes
in his article the “Public Service Academy” that, “The sad thing is that few young people
ever have the chance to meet any elected officials, let alone a presidential contender.”
(Patrick, 123) While this is true, increased exposure to political personalities can erode
students’ perspective that politics and its candidates are untouchable. As teachers are
attempting to progress from an age where civics and politics seem irrelevant and un-
interesting to young Americans, Frontline’s documentary allows students to hear the 2004
presidential candidates’ own thoughts through real-time interviews and letters, and
commentary from individuals close to Bush and Kerry. Hopefully, increased familiarity to
candidates and politics should produce more awareness and political activism on behalf
younger Americans.
take 2-3 class sessions, the Choice 2004 curriculum comes equipped with discussion
discussion questions. The curriculum guide suggests about 45-75 minutes should be
allotted for discussion time. Questions like “What did you learn about either candidate
from watching the film”, and “how did the Vietnam War affect John Kerry” serve to
review both actual and inferential concepts presented in the film. Students in the
immediate post-film question session can communicate what they, themselves, gleaned
from the film about the candidates and politics in general. This can be a time where
The Choice 2004 curriculum suggests, following the classroom discussion, for
teachers to make the important issues raise during the 2004 presidential elections more
personal students. To relate learned information about the candidates and the parties the
represented, students are asked to complete an exercise called “Where Do You Fit”,
which is offered by the Pew Research Center. Students are asked to examine what values
are important to the student and their families; do they consider themselves Democrats,
issues and values to consider that, one day, students will be asked to help decide through
the voting process. Gay marriages, partial birth abortion, the Iraq War, John Edwards’
“Two Americas” were major issues that were conveyed to the American people in 2004.
Choice 2004’s curriculum allows students, though too young to vote, to contribute
opinions on these issues that are too often marginalized, or ignored completely. This
exercise allows students to begin to see themselves as part of the political process as they
should recognize their views are, in fact, shared by millions of American countrywide.
Dorothy Stoneman, in “The Role of Youth” notes, “Young people should articulate their
views on policy issues, to study whether their ideas are likely to work, to communicate
their recommendations to legislators and influence leaders at all levels.” (Course Reader,
121) Furthermore, students then should recognize their personal positions are very often
either realized or denied within the realm of politics. By looking inwards in terms of
political party affiliation, a sense of membership could develop, and lead to future
and Republicans.” Simply, this handout is a data table that focuses on partisan issues like
the role of government, taxation, education, environment, business, social security and
homeland security. The Democrat and Republican columns are blank, and with the help
homepage www.gop.org , students can retrieve information on the two parties and
complete the chart. By using the Internet to complete this assignment, students are
opposed to being fed information from their social studies teacher. Further, students can
see the political world is a few clicks away, rather than this abstract entity. As a result,
Additional lesson ideas are included with Choice 2004’s curriculum. They include
“Candidate Character Traits”, where students will form a list of traits the ideal president
should possess. The “Exploring Political Action Groups” exercise suggests students be
put in small groups to analyze and explain the function of “527 committees” like the
infamous Swift Boat Veterans for Truth. Students are charged with finding out which
candidate these groups are endorsing and financial information in regards to how the
group was formed and amount of money donated to individual campaigns. “The Youth
Vote” is an exercise where students examine the declining rates of voters between the
ages of 18 and 24. Students are asked to examine the potential influence of youth in
politics, why so many non-profit organizations and funding agencies have contributed so
much energy toward altering the current trend, and why so many youth are apathetic
toward voting.
I believe Frontline’s Choice 2004 curriculum is ideal for the social studies
communicated from the teacher to the documentary. It allows students, even before the
program is viewed as a class, to show what they know. The post-documentary questions
re-enforces information conveyed in the film and allows students to hear and learn from
each other. The exercise, “Where Do You Fit” begins to show students their views are
relevant and frequently debated in the political world. The data chart assignment allows
students to political parties and their ideological beliefs with the touch of a button. And
the additional lesson ideas show teachers how they expand on the lesson and reach
More than ever, the landscape of the American melting pot is becoming more and
more diverse. And just recently, America’s population soared past 300 million people.
Many citizens of this country are not actively participating in the democratic process
Education for Civic Engagement in Democracy”, John Patrick writes, “Students should
continually be challenged to use information and ideas, and individually and collectively,
to analyze case studies, respond to public issues, and resolve or meliorate political or
civic problems.” (Patrick, 4) The curriculum presented here covers all bases in terms of
in-depth content, participation opportunities and relevancy. Students should see that their
eventual vote counts. Their vote helps determine domestic and foreign policy, laws and
war.
A new political awareness seemed present this fall as of early November that
seemed either not present or ignored in years past. Choice 2004’s curriculum can further
students’ awareness and curiosity in ways a lecturing teacher cannot; and should be
embraced and utilized in the classroom whenever possible. Hopefully in the future, after
the increasing employment of alternative curricula in social studies, our student will
become eager, informed participants in this American democratic process – one that had