Citizenship Education for the 21st Century What is meant by citizenship education? Citizenship education can be defined as educating children, from early childhood, to become clear-thinking and enlightened citizens who participate in decisions concerning society. Taken in this sense, citizenship education is based on the distinction between:
Natural Born Citizen meant, to our framers, a child born of two parents who were citizens of the United States at the time of the birth of that child. Someone cannot hold or have held dual citizenship with a foreign country and be a Natural Born Citizen. The fact that we are confused by this qualification, or perhaps even wish to alter this qualification, must be because we do not understand WHY this qualification was established in the first place.
So, before we take a stand either way, we must consider the reasons why this qualification was established by the framers of the American Constitution. The whole reason the president must be a Natural Born Citizen is because our framers had a history full of foreign kings imposing foreign law and foreign favor upon the people and they knew how dangerous foreign influence was to Liberty.
George Washington spent a great bit of effort trying to drive this understanding home in his Farewell Address of They indicated that these grievance were indicative of a larger design to overturn and undermine Liberty of the people and the Law of the Land.
One of the grievances illustrates how foreign influence and foreign law have contributed to that destruction of Liberty: So help me God.
At the time of the creation of the Constitution by the States there were no Natural Born Citizens so an exception was made until that qualification could be met.
Article 2 section 1 clause 5 reads: It was doubtless introduced for it has now become by lapse of time merely nominal, and will soon become wholly extinct out of respect to those distinguished revolutionary patriots, who were born in a foreign land, and yet had entitled themselves to high honours in their adopted country.
The President is the commander in chief of the military. Our framers knew from their history that it would be extremely dangerous to allow someone of foreign influence to exercise power over our military. The commander in chief must be loyal to the United States, first and only.
When a child is raised in a home where one or both parents are citizens of a foreign country, then that child will naturally be raised with an attachment to that foreign country out of love for that parent. Our framers knew that in time of military crisis, our commander in chief must be free from all attachments and bias with a foreign country and mattered not if that bias was for or against the foreign country.
The president must not hesitate or haste in matters of war. He must only act upon the best interest of the United States, free from internal conflict.
George Washington explains this fact in his Farewell Address: He postulates why a foreign country might actually want to actually raise up someone to become president of the United States and the inherent danger in that possibility: These most deadly adversaries of republican government might naturally have been expected to make their approaches from more than one querter, but chiefly from the desire in foreign powers to gain an improper ascendant in our councils.
How could they better gratify this, than by raising a creature of their own to the chief magistracy of the Union?
|Introduction||This article proposes a framework for understanding the relationship in the context of citizenship education. Qualitative research was undertaken of three educational initiatives in Brazil:|
|UNESCO | Teaching and Learning for a Sustainable Future | Module 7: Citizenship education||Active citizenship in schools Begin by opening your learning journal for this activity. Schools can offer students a range of opportunities to develop their skills for participating more fully in society.|
|a multimedia teacher education programme||Education[ edit ] In education, the term is most often used to describe a worldview or a set of values toward which education is oriented see, for example, the priorities of the Global Education First Initiative led by the Secretary-General of the United Nations. Global Citizenship Education Within the educational system, the concept of global citizenship education GCED is beginning to supersede or overarch movements such as multicultural education, peace educationhuman rights educationEducation for Sustainable Development and international education.|
|Education[ edit ] In education, the term is most often used to describe a worldview or a set of values toward which education is oriented see, for example, the priorities of the Global Education First Initiative led by the Secretary-General of the United Nations. Global Citizenship Education Within the educational system, the concept of global citizenship education GCED is beginning to supersede or overarch movements such as multicultural education, peace educationhuman rights educationEducation for Sustainable Development and international education.|
Throughout history citizenship has been based upon the criteria of the parents. It has not been linked to the child.
This criteria of Natural Born Citizen does not deviate from that norm. In summary, the entire reason for establishing the criteria for a president to be a Natural Born Citizen was to help to eliminate any possibility that the commander in chief of the military be influenced by love or hate of a foreign nation.
Because of this well established and historically justified reason, we should think very long and hard before we consider altering or diluting this established requirement through modern interpretation or modern court opinions.Understanding Citizenship By KrisAnne Hall 20 Comments Our Founders established the criteria of Natural Born Citizen upon our President for a very important reason.
Free elementary, middle and high school teacher resources, including puzzlemaker, student games and activities and lesson plans. Global Citizenship Education (GCE) is a framing paradigm which encapsulates how education can develop the knowledge, skills, values and attitudes learners need for securing a world which is more just, peaceful, tolerant, inclusive, secure and sustainable.
In this article we present insights from research which has sought to deepen understanding of the ways in which young people (aged 13—21) learn democratic citizenship through their participation in a range of different formal and informal practices and communities.
The development of knowledge and understanding is widely reported as a key aim of civic and citizenship education and as an important aspect of being equipped for active citizenship.
Measuring knowledge and understanding of this domain has grown as .
Adult Citizenship Education Content Standards and Foundation Skills Citizenship knowledge is a specific set of content areas that applicants process successfully—from understanding eligibility requirements to attending the naturalization ceremony.