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be swimming through the garbage patches. Will she eat the plastic? and Will she be
able to see? were questions they asked.
Critical Geographical Awareness - In Using Childrens Literature to Promote
Critical Geographic Awareness in Elementary Classrooms Timothy Lintner writes that
childrensliteraturecanbeusedinelementaryclassroomstofosteracritical
awarenessthatencouragesyounglearnerstoexplore,expand,challenge,and
respondtotheirgeographicworld.Oneofourfavoritebookswereadduringthis
projectwasOnePlasticBag.
Civic Action - One student read an essay about the question of mandatory
recycling. All of the students initially agreed that recycling should definitely be
mandatory, however as we discussed the issue further students came to see that it was
more complicated than simply telling people that they had to recycle. They began to
realize that the energy consumption and issues with recycling some types of items were
problematic. These deliberations raised the concept of the importance buying items made
from recycled materials. Every student agreed that educating others about reducing and
reusing as well as recycling was very important. They understood and agreed with the
law that made littering from your car illegal. This conversation created in students an
awareness of multiple perspectives on this type of issue. They began to realize that this
issue is complicated and doesnt always have easy answers. In What Kind of Citizen
Westheimer & Kahne (2004) state those working to prepare justice-oriented citizens
for a democracy do not aim to impart a fixed set of truths or critiques regarding the
structure of the society. Rather, they work to engage students in informed analysis and
discussion regarding social, political, and economic structures. They want students to
consider collective strategies for change that challenge injustice and, when possible,
address root causes of problems (243). I hope that this conversation promoted this
concept to my students.
Citizenship
The C3 Framework for Social Studies State Standards offers four dimensions to
assist in structuring an inquiry-based lesson effectively to promote deeper thinking in
social studies. Teaching in this way aligns with the Common Core Language Arts
Standards. Common Core requires the reading of complex informational texts in science
and social studies. Students will be challenged and asked questions that push them to
refer back to what theyve read. This stresses critical-thinking, problem-solving, and
analytical skills that are required for success in college, career, and life.(Common core
state standards initiative, 2016) This is exactly what is required of students when lessons
begin with an overarching and intriguing question. Students then work to answer the
question utilizing information texts and other media from civics, economics, geography
and history as sources. Students evaluate sources and use evidence to answer the
overarching question. As students inquire into issues pertinent to their lives they will
move from passive observers to active participants in the inquiry process. Depending on
the discipline they can take action together to create change (National Council for Social
Studies, 2013).
In order to focus on citizenship education in the future I will be sure that my
classroom is a space where my students and I think critically about our world and our
place in it. I think service-learning projects will be crucial to achieving this so my
students will clearly understand that they are powerful and can enact meaningful change
in their world. I truly enjoyed watching my students engage with difficult issues and
work to understand them. This was a powerful process in our classroom. I look forward
to what emerges in future classes as I empower my students to be justice-oriented citizens
of the world.