Engaging young people in discussions of local, national, and international issues has long been regarded as a core component of civic learning. When youth engage in discussions of current events and decision-making, they report being more engaged in school. They also report greater interest in politics, improved communication and critical thinking skills, increased civic knowledge, and a higher chance of participating in civic life as adults.
Dr. Joseph Kahne, CERG
Some of these lessons deal with controversial issues. Please consider your own students and community as you choose topics.
AI-Generated Fake News and Free Speech (MS/HS)
In this lesson, students learn about the problem of disinformation (aka “fake news”) and the constitutional, legal, and practical considerations surrounding regulation of fake news. First, students read and discuss an article that reviews what fake news is and then describes measures taken by private parties (such as social media platforms) and the government to try to regulate fake news. Next, they delve further into the text through a CivCon to consider some of these issues.
What Should We Do About the Electoral College
(MS/HS)
In this Civil Conversation (CivCon), students discuss the merits and draw backs of the Electoral College. First, they examine a text that offers multiple perspectives on the Electoral College. Next, they participate in a CivCon on the text.
Ranked Choice Voting (MS/HS)
In this Civil Conversation, students discuss the merits and draw backs of ranked choice voting. First, they examine a text that offers multiple perspectives on the issue of ranked-choice voting. Next, they participate in a Civil Conversation
on the text.
Universal Basic Income (MS/HS)
In this Civil Conversation, students discuss the merits and draw backs of ranked choice voting. First, they examine a text that offers multiple perspectives on
the issue of ranked-choice voting. Next, they participate in a Civil Conversation
on the text
The United States, China, and Taiwan (MS/HS)
In this Civil Conversation, students discuss the dynamics surrounding U.S.
foreign policy on Taiwan. First, they examine a text that offers multiple
perspectives on the U.S. defense of Taiwan. Next, they participate in a Civil
Conversation on the text.
What Should the U.S. Do About North Korea’s Nuclear Weapons? (HS)
In this Civil Conversation, students discuss the merits and drawbacks of various
options to address North Korea’s nuclear weapon ambitions. First, they examine
a text that offers multiple perspectives on how the U.S. should respond to
North Korea’s development of nuclear weapons. Next, they participate in a Civil
Conversation on the text.
Police Body Cameras (MS/HS)
In this lesson, students read a short text that outlines common arguments for and against the increased use of police body cameras, as well as some evidence from initial research studies and examples of cities that have adopted new policies about this technology. Once they have this background, students participate in a CivCon to further examine questions, including whether this development is positive or negative.
Social Darwinism and American Laissez-faire Capitalism (HS)
In this lesson, students explore British philosopher Herbert Spencer’s theory of “Social Darwinism” and its impact on Americans’ justification of laissez-faire, or unrestricted, capitalism in the 1800s. They then examine key questions about the ideas in the text during a CivCon.
Why Don’t More People in the U.S. Vote? (MS/HS)
In this lesson, students discuss the problem of low voter turnout and explore ways to increase it. First, they read an article about low voting rates and proposals for addressing this problem. Next, they participate in a CivCon on the reading. In an enrichment activity, students conduct a poll to determine political interest levels and ideas for increasing voter turnout in a selected community (e.g., school or community).
Some of these lessons deal with controversial issues. Please consider your own students and community as you choose topics.
How Should We Judge Our Nation’s Founders? (MS/HS)
In this lesson, students read a short text that poses questions and describes differing viewpoints about honoring Founding Fathers of the United States, as well as other historical figures, who were slave owners. Then, students participate in a CivCon based on the reading and their own questions about these issues.
The Role of the Judiciary (HS)
In this lesson, students learn about the judicial system, aka the judiciary. First, they read and discuss an article on the role, structure, and principles of the judiciary, including the essential concept of the rule of law and its key features of due process and equal protection. Then, students explore these and other concepts during a CivCon based on the reading.
The 14th Amendment and Due Process (MS/HS)
In this lesson, students read a short text that explains how the 14th Amendment was added to the U.S. Constitution in the wake of the Civil War and how significant it has been since that time. Students also get background on how this amendment formed the basis of the Supreme Court’s “incorporation doctrine.” Then, they participate in a CivCon to explore additional questions about the impact and importance of the 14th Amendment.
Diversity and the Census (MS/HS)
In this lesson, students read a short text about how the census defines and seeks to measure racial and ethnic diversity in the United States, examine questions this data gathering raises, and consider what projections tell us about population trends in the future. Next, they participate in a CivCon based on the reading in order to delve more deeply into these questions.
The Emoluments Clause and the President (HS)
This lesson begins with crucial background reading on the emoluments clause of the U.S. Constitution and explains the arguments currently being debated in the courts as to whether or not President Trump has violated this clause. The reading also includes detailed questions for writing and/or discussion, which help to prepare students for a CivCon based on the text.
Examining the Constitutional Issues of Chicago’s Gang Congregation Ordinance (HS)
After a brief introductory discussion about possible community responses to gang-related violence, students read about how the Chicago City Council passed a controversial ordinance to suppress gang activity and how each branch of government was involved in shaping that policy. Next, they participate in a CivCon based on the reading. Finally, students debrief the CivCon process, as well as the policy issues raised by the case of City of Chicago v. Morales.
Slavery and the Electoral College (HS)
This lesson follows the reading “270 Votes to Win” and the activity “What Should We Do About the Electoral College?.” With a background on the history, function, and contemporary criticisms of the Electoral College, students delve into the historical question of slavery’s role in its development.Note: It is essential that students have the information and context from the previous lesson in order to participate effectively in this lesson.
Social Darwinism and American Laissez-faire Capitalism (HS)
In this lesson, students explore British philosopher Herbert Spencer’s theory of “Social Darwinism” and its impact on Americans’ justification of laissez-faire, or unrestricted, capitalism in the 1800s. They then examine key questions about the ideas in the text during a CivCon.
Taking About Reparations (HS)
In this lesson, students examine and evaluate arguments for and against the passage of H.R. 40, (“Commission to Study and Develop Reparation Proposals for African-Americans Act”). First, they read a selection of excerpts from scholars and writers who have thought extensively about this question. Next, they participate in a Civil Conversation (CivCon) based on the reading.
Confucianism or Legalism: Which is a Better Way to Govern? (MS/HS)
In this lesson, students complete a background reading that explores the lives and contributions of Confucius and Qin Shi Huangdi and describes Confucianism and Legalism. Students then participate in a CivCon to consider the pros and cons of these two schools of thought about how to govern.
Two Visions of Government (HS)
In this lesson, students read a short text that outlines and contrasts Thomas Hobbes’s and John Locke’s political philosophies. Then, they participate in a CivCon to further compare and evaluate these visions for a system of government.
Two Very Different City-States: Sparta and Athens (MS/HS)
In this lesson, students read a text that outlines key aspects of (and differences between) life in Sparta and Athens. Then, they participated in a CivCon to consider which city-state was most likely to win the Peloponnesian War and which had the best government.
Why Did the Communists Win the Chinese Revolution? (HS)
In this lesson, students complete a reading that provides background on tensions and differences between Nationalists and Communists before and during China’s civil war (1946-49), including reasons for the victory of the Communists, led by Mao Zedong, over the Nationalists, led by Chiang Kai-shek. Then, they participate in a CivCon to explore these differences more deeply and to consider some of the long-term impacts of Communist rule.
The Meeting at Runnymede (HS)
This lesson features a background reading on the Magna Carta and the concept of the rule of law, including King John’s arguments against the document. Students participate in a CivCon and evaluate the most important ways in which the Magna Carta influenced democracy in the United States.
When England Industrialized (HS)
This lesson starts with a reading that provides a snapshot of the process of industrialization in Britain during the 18th and 19th centuries, including the dramatic changes that took place in Manchester and how groups like the Luddites resisted them. Students then participate in a CivCon to discuss the costs and benefits of industrialization in England, as well as to consider the merits of the Luddites’ protests.
Some of these lessons deal with controversial issues. Please consider your own students and community as you choose topics.
