ENCOURAGING GLOBAL CITIZENSHIP & CRITICAL THINKING IN THE 6-12 CLASSROOM• Paul Bonnici, Special Projects Coordinator, UNC Civic Education Consortium

• bonnici@unc.edu

UNC Civic Education

Consortium

www.civics.org

Free Programs & Resources for K-12

Teachers

• Free trainings, summer institutes & other special events

• Customized trainings for school and districts

• Lesson plans aligned to the Essential Standards, as well as other resources, are available in our Database of K-12Resources

• Assistance in developing curriculum and projects

Global Islam & the Arts Fellows Program

– Intensive professional development opportunity will feature a year-long exploration of Muslim cultures through music, dance, and dramatic performances during the 2016-17 Carolina Performing Arts season, integrated with readings, scholarship, discussion, and pedagogy.

– This project aims to deepen teachers’ understanding of global Islam through a cultural arts perspective while dispelling misconceptions and encouraging culturally responsible teaching in the K-12 classroom.

– Orientation Aug. 4-5, 2016 will include Teaching Tolerance.

– Additional information is at www.civics.org. Applications are due April 15, 2016.

Program in the Humanities Programs for the Public

• Attend seminars at a 50 % discount and receive a $75 stipend after attending!

• While these lectures are designed for a general audience and will not include pedagogical training, they are an excellent way for teachers to broaden their content knowledge in various subjects as life-long-learners.

• humanities.unc.edu/

Controversial Issues in the Classroom

Develops Critical Thinking Skills

– Students develop cognitive skills, such as constructing hypotheses and collecting/evaluating evidence. They improve their ability to analytically read/evaluate sources, as well as gain insights from sharing information with peers that they apply in discussion and writing.

Prepares Students for their Roles as Citizens

– Young citizens must be prepared to grapple with a wide array of social problems, and deliberate with other citizens about the nature of public good & how to achieve it. Classrooms should thus serve as a laboratory in which students experiment with this democratic process.

Improves Interpersonal Skills

– As students participate in discussions, they develop communication skills. Well-managed discussions also promote tolerance of diverse view points on any issue.

Ensuring Success When Discussing

Controversial Issues

• Teach and adhere to a procedure that ensures

objectivity and the balanced presentation of

multiple perspectives;

• Alert students to the potential for

disagreement and establish a classroom

climate in which conflict is expected and even

welcomed.

• As a class, set expectations which ensure

students are protected from being

intellectually and emotionally accosted.

French law on secularity and conspicuous

religious symbols in schools

In schools, colleges and public high schools, the

wearing of signs or dress by which students manifest

ostensibly a religious affiliation is prohibited.

Deliberation • What is deliberation?– A meaningful discussion with a focused exchange of ideas

and analysis of arguments with the aim of making a decision.

• Why Are We Deliberating? – People must be able and willing to express and

exchange ideas among themselves, with community leaders, and with their representatives in government. People and public officials in a democracy need skills and opportunities to engage in civil public discussion of controversial issues in order to make informed policy decisions. Deliberation requires keeping an open mind, as this skill enables people to reconsider a decision based on new information or changing circumstances.

Rules for Deliberation

• Read the material carefully.

• Focus on the deliberation question.

• Listen carefully to what others are saying.

• Understand and analyze what others are saying.

• Speak and encourage others to speak.

• Refer to the reading to support your ideas.

• Use relevant background knowledge, including life experiences, in a logical way.

• Remain engaged and respectful when controversy arises.

Preparing for the

Deliberation

1. Read carefully. Underline important facts. Note any thoughts or questions in the margins.

2. Develop a common understanding of the article.

– What was interesting?

– What are the most important points made?

Do not share your opinions at this point.

Question for Deliberation:

Should the French Government be allowed to

prohibit the display of religious symbols in

public schools?

A’s: Pro - YES!

B’s: Con - NO!

Steps to Deliberation

1. Present your team’s most compelling reasons regarding your stance on the deliberation question to your teammates.

2. The other team should take notes on what they hear. Questions can be asked for clarification, but points should not yet be challenged or argued.

3. After both teams have presented their most compelling reasons, each team should reverse positions ; explain to the opposing team what you feel were their best reasons for their stance.

4. DELIBERATE: Drop your assigned roles and discuss what you have learned about the issue and share any personal opinions or thoughts. Try to find areas of agreement within your group.

5. Once you have finished the process, work on filling out Handout 3.

Debrief

• What is the difference

between debate and

deliberation?

• Why should we deliberate?

• How can deliberation enhance

your classroom?

Lessons Can Be Found At

• Deliberating in a

Democracy

–Deliberating.org

• NC Civic Education

Consortium

–Civics.org