INSTRUCTOR: Mr. John L. Underwood, Jr. Email:

HGP 179: CITIZENSHIP
INSTRUCTOR:
Mr. John L. Underwood, Jr.
Email:
Phone:
Address:
[email protected]
770.547.6999
208 Edgemont Boulevard
Alamosa, CO 81101
COURSE CREDIT:
3 undergraduate credits
DATES, TIMES, NUMBER OF SESSIONS:
Organization dependent (39+ each, fiftyminute sessions each semester, annually.
Possibly includes 10 - 15 hour Community
Service Learning Project for special
leadership programs)
COURSE DESCRIPTION: CITIZENSHIP, is designed to have students better understand the
development of the United States system of government, learn the mechanics of how state and
local government works in the United States through hands-on exercises and experiences, and
develop interpersonal skills that will assist them throughout their personal and professional
lives. The course is based on the premise that the success of any democratic form of
government depends on the active support and involvement of all citizens.
COURSE OBJECTIVES: Upon completion of this course, students will be able to:
LO 1.1
LO 1.2
LO 1.3
LO 1.4
LO 2.1
LO 2.2
LO 3.1
LO 3.2
LO 4.1
LO 4.2
LO 4.3
Identify three reasons why representative democracy is changing.
Differentiate the seven citizenship skills.
Explain the five listening techniques.
Describe cooperation and its impact on group problem solving techniques.
Describe patience and its impact as an active and passive skill.
Understand how timing influences outcomes as a result of patience.
Describe fairness and its impact on justice as a citizenship skill.
Illustrate how “equality” relates to the fairness citizenship skill.
Describe respect and its effect on our government.
Discuss how our laws and institutions require acceptance of others.
What is meant by we rule as one unified body with equal respect for differing
views.
LO 5.1
Describe strength as it relates to the nation and citizens with strong convictions.
LO 5.2
Define and discuss peer pressure as it affects the citizenship skill strength.
LO 6.1
Describe self-improvement as it relates to the Preamble statement “Promoting
the general welfare”.
LO 6.2
Discuss the “American Dream”, education and our public education system.
LO 6.3
Understand the conflict between the need for excellence and the Declaration of
Independence’s ideal of equality.
LO 7.1
Describe balance and its implication nationally and individually.
LO 7.2
Describe how the citizenship skill of balance can help nations avoid war.
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LO 7.3
LO 8.1
LO 8.2
LO 8.3
LO 8.4
LO 8.5
LO 8.6
LO 8.7
LO 8.8
LO 9.1
LO 9.2
LO 9.3
LO 9.4
LO 9.5
LO 9.6
LO 9.7
LO 9.8
LO 9.9
Discuss how harmony and compromise affected the development of the
Constitution.
Describe a Citizenship Action Group and its processes.
Discuss and define key terms of the three group skills: reaching a simple
majority, reaching a consensus, and following the ground rules.
Define the 13 ground rules to keep in mind to run a Citizen Action Group
meeting.
Describe the two main types of Citizenship Action Group meetings, small group
and representative group meetings.
Explain the five group leader responsibilities.
Outline a small group meeting protocol.
Outline a representative group session.
Describe small group representative responsibilities.
Discuss and express the purpose and goals of their Boys/Girls State experience
Answer what are some ways a government service experience can contribute
positive influence on others.
Analyze issues they might face, and how to deal with them in a positive way.
Develop observation skills.
Acquire student assessment skills during the analysis phase of their experience.
Explore applications or future use of ideas and learnings they acquire from
the Boys/Girls State education program.
Develop closure techniques to their experience.
Develop a set of program conclusions…goals, affect and lessons learned.
Provide a list of recommendations for future participants from your high school.
TEXTS, READINGS, INSTRUCTIONAL RESOURCES:
Required Texts:
(1) You The People Educational Programs. Student Citizenship Training Program
Educational Series. Tacoma, WA CTH Associates 1995 – Second Edition
(2) You The People Educational Programs. Expanded Teacher’s Guide
Educational Series. Tacoma, WA CTH Associates 1995 – Second Edition
(3) You The People Educational Programs. You Hold The Ultimate Power Of This
Nation Video. Tacoma, WA CTH Associates 2001, New York: Scholastic
Teaching Resources ISBN 0-439-55687-2
Supplemental Reading: Supplied by each local instructor/state organization state
organization unique to its local program and will include a copy of the U.S.
Constitution.
COURSE REQUIREMENTS:
Attendance is required at all sessions of the course.
The ‘essay’ for the American Legion Boys State Program and the American Legion Auxiliary
Girls State Program or specially designated Youth Leadership Conferences like HOBY and
RYLA will be a formal two-page+ emailed post-experience “What I learned about citizenship
during this Youth Leadership Development Program (cite yours), and how it contributed to my
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personal growth” paper, and a copy of their short ‘Thank You Letter’ to their sponsoring
Organization (American Legion Post or American Legion Auxiliary Unit, HOBY, RYLA or
other financial sponsor). Presentation: each student will make a 5 to 10 minute post-program
presentation of their week-long+ experience to their sponsoring organization/individual.
Journal: All students are expected to keep a daily journal of their experiences, observations,
lessons learned.
Special High School Leadership Programs such as JROTC, students participate in standard
Citizenship curriculums incorporated into their Level 1, 2, 3, or 4 high school academic
programs. Grades are submitted to the ASU Instructor on a ASU Grade Roster Report.
GRADE DISTRIBUTION AND SCALE:
Actual grading is subject to modification based upon unique program specifics.
Summary of points:
JROTC
Program participation 25%
Personal Journal
15%
Presentation
15%
Essay
45%
Grade distribution:
93-100%
85-92%
78-84%
70-77%
69 and below
BSGS/HOBY/RYLA
20%
(upon demand only)
(upon demand only)
80%
A
B
C
D
F
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