Teaching Democracy in all Grade Levels

 Michael Streich

Teaching democracy can involve applications to American history as well as contrasting forms of government within the current global community. Lesson plans should begin with what students already know or think they know, such as definitions, examples, and the characteristics of democratic societies. Encouraging students to research issues and problems regarding democratic societies will help to identify, analyze, and articulate essential civics goals and desired outcomes.

 

Identifying the Elements of a Democracy

 

The first aspect of a lesson plan on democracy might be guided brain-storming sessions in which students go to the classroom board and list what they believe are elements of a democracy. After cataloging all student responses, they can form a framework for further discussion and research. Ideally, elements will include

 

The rights of citizens

Voting for people to lead the government

Due process for all citizens

The duties and responsibilities of citizenship

Freedom of speech and the press

Civil rights

Equality for all members of the national community

 

The June 27, 2000 Warsaw Declaration, formulated by members of the Community of Democracies, lists nineteen characteristics believed to describe a democratic society. The Community of Democracies, which has increased in number since its inception, is celebrating its tenth anniversary. Students can be given this four-page document as a handout or covered in a power-point presentation to compare to their own list.

 

The Origin and Development of Democratic Government

 

The historical record can provide further areas for contrast and comparison. Traditionally, this begins with Athenian democracy and an evaluation of differing forms of government in ancient Greece. Discussion can focus on the difference between a direct democracy and the system employed in the United States.

 

A homework assignment to reinforce classroom discussion might center on one or more questions that can be researched by students with minimal effort. Questions could include:

 

Why was Greek democracy limited only to free males?

Was early democracy a first step or a model for the future?

Why was ancient democracy replaced in later years?

Did the American Founding Fathers value ancient democracy?

Was the Constitution inspired by Greek democracy?

How did democracy evolve in the U.S., such as in the time of Andrew Jackson?

Was this evolution natural?

How does a democracy differ from a republic?

 

If given several days to research and bring back an answer, it might be helpful to divide the class into groups with each group focusing on one question to report to the rest of the class.

 

Comparing Democratic Nations to Non-Democratic Ones

 

Most observers would hardly classify North Korea as a democratic nation, yet its name is the “Democratic People’s Republic of Korea” (DPRK). Before reunification, Communist-led East Germany was known as “The German Democratic Republic” or DDR. Does using the term “democratic” in a name mean that those nations exhibit the elements of a democratic society?

 

Students can be asked to compare true democracies like Chile or Australia with countries that are not such as Cuba or Vietnam. Other topics of interests might include:

 

Although Hugo Chavez was legally elected several times, is Venezuela a democratic nation?

How does a nation like Argentina move from right-wing dictatorship to democracy?

Is Australia a true democracy even though Queen Elizabeth I is still the head of state and can dissolve the Parliament in Canberra?

Are democracies increasing or decreasing globally?

What threats do democracies face in the 21^st Century?

How important is a national debt in preserving democracy, such as in Greece?

 

Incorporating Civics, History, and Global Issues

 

As school systems revise goals and outcomes in civics and government classes, lesson plans often call for several days of thematic and in-depth instruction. Well constructed plans will be highly successful if inter-disciplinary approaches are taken by incorporating history, global issues, and current events. Students participating in a variety of activities relevant to the primary theme will experience consistent reinforcement and have fun at the same time.

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