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Civic Virtue in Modern American Democracy

Unit of 4 lessons

9th-12th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

Lesson 1 :	ELA:	Constructing Meaning; Vocabulary
	PHIL:	Tocqueville, Alexis de; 9/11genOn; Common Good; Need
	SOC:	Rousseau, Jean Jacques; 10 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Constitution of the Iroquis Nation; Good Character; Government; Personal Virtue; Roman Republic
Lesson 2 :	ELA:	Constructing Meaning; Reading; Reflection; Response to Text/Others; Universal Themes; Vocabulary; Writing Process
	PHIL:	Problem Solving
	SOC:	10 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Compare/Contrast; Cultures; Declaration of Independence; Good Character; Government; Ideals/Reality; Personal Virtue; Point of View; Primary/Secondary Sources; Roman Republic
Lesson 3 :	ELA:	Debate; Persuasive Techniques; Point of View; Reflection; Research; Response to Text/Others; Thesis; Universal Themes
	PHIL:	Common Good; Problem Solving
	SOC:	10 genOn; Advocacy; Analyze/Interpret; Civic Responsibility/Virtue; Compare/Contrast; Declaration of Independence; Good Character; Government; Ideals/Reality; Personal Virtue
Lesson 4 :	ELA:	Bowling Alone; Analyze/Interpret; Debate; Persuasive Techniques; Reflection; Research; Response to Text/Others; Thesis; Universal Themes; Writing Process
	PHIL:	Advocacy; Fact/Opinion; Need; Problem Solving
	SOC:	10 genOn; Analyze/Interpret; Citizenship/Civic Engagement; Civic Responsibility/Virtue; Common Good; Compare/Contrast; Declaration of Independence; Good Character; Ideals/Reality; Inquiry; Personal Virtue

Unit Purpose:

Students will identify, describe and evaluate characteristics of civic virtue (putting the common good above individual interests) in modern American society.

Unit Objectives:

The learner will:

state orally at least four words or phrases that describe a good citizen (a person of civic virtue).

create a list of specific terms and phrases related to the characteristics of civic virtue.

develop their own definitions of civic virtue using at least five different words or phrases.

formulate a conclusion on whether the civic virtue of United States citizens today is of enduring nature and support that conclusion with at least two examples in a written essay.

formulate a conclusion concerning whether or not today's Americans have enduring civic virtue and support that conclusion with at least two examples suitable for classroom debate.

provide a rational, defensible support for his/her position during a classroom debate.

identify and record opposing arguments.

construct logical responses to arguments on the opposing side

identify at least three facts that could support an argument from an article on one side of an issue.

identify at least three facts that could support a contrasting argument from a second article on the opposite side of the same issue.

support a conclusion with at least two examples that are supported by factual evidence from an expert source.

clearly and accurately state an opposing argument.

formulate a logical response to an opposing argument.

Unit Assessment:

Students will write a rough draft and a final version of an essay in which they define civic virtue, take a position on whether Americans today have enduring civic virtue, use at least two examples to support their position and back up those examples with factual evidence.