Bibliography: Democracy (page 591 of 596)

This annotated bibliography is compiled and customized by the Center for Positive Practices for the I'm with Tulsi website.  Some of the authors featured on this page include Peggy M. Bartlett, Ben A. Smith, John O'Neill, Lawrence E. Gelfand, Joan Heggy, California State Bar, Update on Law-Related Education, Felisa Tibbitts, Social Education, and Peter McLaren.

Update on Law-Related Education (1996). Perspectives on Voting and Education from the Clinton/Gore Campaign 96. Reiterates the importance of voting and education to the democratic process. Praises President Clinton's efforts to increase voter participation and access including his support of the motor voter law. Briefly summarizes Clinton's vision for the future of the country. Descriptors: Citizen Participation, Citizenship Education, Citizenship Responsibility, Civics

Johnston, Michael (1996). The Search for Definitions: The Vitality of Politics and the Issue of Corruption, International Social Science Journal. Attempts to reconcile classical and modern ways of thinking about corruption by emphasizing the connection between the idea of corruption and the vitality of the political process. Discusses the differences between behavior-specific conceptions of corruption and those emphasizing social and political processes. Descriptors: Antisocial Behavior, Civics, Crime, Democracy

Stromquist, Nelly P. (1996). Gender Delusions and Exclusions in the Democratization of Schooling in Latin America, Comparative Education Review. Examines how democratization of schooling is being shaped in Latin America and how dangerous delusions and exclusions affect the treatment of gender in this process. Focuses on initiatives and development policies of international aid agencies, their research projects, and international conferences. Suggests that democratization requires a larger school role in questioning school practices and students' experiences at home. Descriptors: Civil Rights, Consciousness Raising, Democracy, Economic Development

Estrada, Kelly; McLaren, Peter (1993). A Dialogue on Multiculturalism and Democratic Culture, Educational Researcher. Dialog between the authors addresses multiculturalism from a critical perspective and reminds educational researchers that research is always about political representation. It is argued that researchers may have inadvertently created the populations they study because of the controlling cultural mode of their own research. Descriptors: Cultural Awareness, Cultural Differences, Democracy, Educational History

Meny, Yves (1996). "Fin de Siecle" Corruption: Change, Crisis, and Shifting Values, International Social Science Journal. Defines corruption as a violation of the duties of office and a negation of the values that should underlie the democratic political and administrative system founded on the rule of law. Examines the reasons for the increase in corruption over the last decade and its internationalization. Descriptors: Antisocial Behavior, Civics, Crime, Definitions

Smith, Ben A. (1996). The Russian Election of 1996, Social Education. Reviews the main issues and candidates involved in the recent Russian national elections. Although the transition to a market economy has been painful, most Russians still back Boris Yeltsin over Communist party candidate, Gennady Zyuganov. Maintains that grass-roots capitalism and democratic reforms still enjoy popular support. Descriptors: Citizen Participation, Civics, Democracy, Democratic Values

Social Education (1997). The Bill of Rights: Constitution of the Republic of South Africa, 1996. Chapter 2. Reprints the Bill of Rights as instituted in the 1996 Constitution of the Republic of South Africa. Most of the provisions have been summarized but the basic rights (which cannot be rescinded in even in a state of emergency) are reprinted in their entirety. Includes topics for discussion and research. Descriptors: African History, Area Studies, Civil Rights, Constitutional Law

Heggy, Joan (1971). Social Studies. Political Theory: Left to Right. The course outlined in this guide offers an in-depth look at the political left and right, including characteristics held by the extreme left and right, related social and economic theories, and the differences between theory and practice. The students will read and discuss viewpoints illustrative of a cross section of ideological positions and examine past and present mass movements having an ideological basis. At all points, the students are encouraged to redefine and crystallize their own political philosophies. The course is designed for grades 10 through 12, and intended to fit into a quinmester program. Among the course goals are that students will: 1) distinguish among positions along the political spectrum; 2) identify common characteristics shared by the extreme left and right; 3) critically examine the traditional use of terminology, labeling, and categorizing associated with contemporary ideological thought; 4) make the following generalization–that the American political system tolerates the examination of a wide range of viewpoints; and, 5) develop their own political philosophies and recognize the consequences of the implementation of those philosophies. A wide variety of learning activities and materials are utilized. The materials section of the guide includes several resources for the teacher.   [More]  Descriptors: Activity Units, Behavioral Objectives, Communism, Curriculum Guides

O'Neill, John (1997). Is the Child a Political Subject?, Childhood: A Global Journal of Child Research. Discusses child welfare within the context of social contract theory, developed by Hume, Locke, and Rousseau, and covenant theory, namely, the insistence upon the intergenerational and communal bases of life chances. The two theories are compared and contrasted, and eight regulative principles of political covenant are proposed to benefit the cause of children. Descriptors: Child Welfare, Childhood Needs, Children, Civil Liberties

California State Bar. (1971). Law in a Free Society. Two major tasks of the K-12 project described in this experimental guide are: 1) present teachers with a proposed inservice program designed to give them an understanding of the subject matter and methods needed to present effective lessons at their grade levels; and, 2) develop an effective K-12 curriculum in civic and legal education. Teachers will be given instruction and guidelines developed by the project staff, consisting of statements of behavioral objectives for each lesson, concepts, and references to educational materials. Teachers develop and practice lesson plans in their own classroom during the year using each of the following eight concepts and presenting them sequentially in each grade level: authority, justice, freedom, participation, diversity, privacy, property, and responsibility. It is hoped by the end of the three-year period specific guidelines for teaching lessons on each of these concepts and others chosen for each grade level K-12 will be compiled. This guide is arranged into three sections: 1) Curriculum Development Objectives and Procedures; 2) Overview of an Evaluation of Printed Materials in Civics and Legal Education; and, 3) Guidelines for the Development of Lesson Plans (using the concept authority; other concept guidelines to be provided later). Descriptors: Civics, Concept Teaching, Curriculum Design, Curriculum Development

Hutchinson, Barry (1991). Active Tutorial Work, Discussion, and Educational Research, British Educational Research Journal. Explores relationships between various types of research and the implications for teacher/student dialogue. Discusses H. F. Gadamar's view of tradition as text. Suggests Active Tutorial Work strategies may not be engaging student/teacher dialogue. States teachers must take a more active role in initiating dialogue. Descriptors: Case Studies, Class Activities, Classroom Communication, Classroom Research

Twohig, Dorothy; And Others (1997). Presidents Talking about the Presidency, Humanities. Presents brief excerpts from the presidential papers of George Washington, Thomas Jefferson, Andrew Jackson, James Polk, Andrew Johnson, Ulysses S. Grant, and Dwight D. Eisenhower. The excerpts address such matters as voting rights, limited government, political appointments, national security, and the balance of power. Descriptors: Biographies, Civics, Decision Making, Democracy

Bartlett, Peggy M. (1971). Social Studies: Totalitarianism in the 20th Century. This elective course in world studies for grades 10 through 12 written as part of a total effort to revise curriculum to fit the five quinmester nine-week time periods for administrative organization of schools, provides an inductive analysis of the concept of totalitarianism. The student, given source material, primary information, and textual data will conceptualize a series of generalizations and will arrive at a comprehensive and applicable concept of totalitarianism. Since this course is designed to analyze and evaluate totalitarian systems generally, it should contribute to a healthier and more sensitive understanding of democratic systems. Units are structured on nine generalizations as described by Howard D. Mehlinger and conclude with an applicable definition of totalitarianism which may be compared with any previous or existing political system. Related documents are SO 002 708 through SO 002 718, SO 002 768 through SO 002 792, and SO 002 949 through SO 002 970.   [More]  Descriptors: Activity Units, Behavioral Objectives, Communism, Concept Teaching

Tibbitts, Felisa (1996). On Human Dignity: The Need for Human Rights Education, Social Education. Describes recent developments and resources in the rapidly growing field of human rights education. Explains the importance of teaching this subject with a global perspective. Includes a human rights lesson plan, student exercises, and a list of selected resources. Descriptors: Activism, Civics, Civil Liberties, Civil Rights

Gelfand, Lawrence E. (1992). Foot Soldier in Academia: Jacob C. Meyer, Historian, History Teacher. Describes the life and beliefs of Jacob C. Meyer, a history teacher of the author. Suggests that although Meyer's lack of publication dooms him to be forgotten, he is in other ways a memorable person. Includes Meyer's education, experience as a conscientious objector during World War I, and efforts at reforming the Mennonite Church. Descriptors: Biographies, Church Role, Democracy, Educational History

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