7: Civics, Government, and Global Politics

This unit focuses on civics, government, and global politics as students complete their yearlong study of world geography and global issues. The unit is structured around three questions for investigation: (1) Why do people institute different forms of government? (2) How do nations of the world interact? and (3) How can people address global problems?

In exploring different forms of government, students review the reasons why people institute governments. They develop an understanding of “nation-state” as a sovereign geographic, political and cultural unit and investigate three common functions of government. Using the United States as a springboard, students review the purposes of government as described in the Preamble to the U.S. Constitution and consider whether or not those purposes are shared by all nations. Students then learn about different forms of governments. Since these distinctions often vary in degree, forms of government are often hard to classify. Accordingly, the unit emphasizes analysis using critical characteristics of government instead of definitions. Four questions frame students’ investigation: Who holds the power? How do leaders get and keep their powers? What limits are there on power? Do citizens have rights? While the unit focuses on four basic forms of government (dictatorship, monarchy, theocracy and democracy), students also learn to distinguish between constitutional and absolute monarchies. They also explore major differences between parliamentary and presidential forms of democracy. A variety of informational text and graphic organizers are used to bolster students’ developing literacy skills as they consider the advantages and disadvantages of different governmental forms. The unit then delves into democracy and the meaning of freedom within this form of government. After exploring how freedom can be found in a variety of spheres – political, civil, and economic – students consider how these spheres can overlap. Through examples they explore how we might agree about freedom in the abstract, but disagree when faced with a particular situation. After students examine a variety of data sets to determine the extent to which democracies support freedom for their citizens, they consider how freedoms enable people to help address global problems.

Next, students undertake an inquiry into the ways in which nations and people of the world interact, beginning with an examination of current events. They examine the treaty making process under the U.S. Constitution, and engage in summarization and synthesis activity to explore the scope and breadth of issues around which governments enter into treaties. Students then participate in a simple simulation relating to the Antarctica Treaty System and consider why so many nations have been able to find common ground on issues related to the region. They expand their understanding of the ways in which nations and people around the world interact to including trade, tourism, diplomatic and cultural exchanges, and humanitarian aid. Distinguishing between international nongovernmental organizations (NGOs) and international governmental organizations provides a framework through which students learn about the main functions of several international organizations and investigate how people can work together to address global problems. The unit concludes with students investigating a global issue of personal concern that will set the stage for a project-based assessment for the course.

Literacy
Adolescent literacy practices continue to be integrated throughout the unit. A variety of informational texts and data sets are used throughout the unit as students engage in summarization and analysis. Emphasis is placed on students’ developing analytical skills. Reading strategies and writing exercises are deliberately placed to support students’ growing independence.

Challenges in Teaching
This unit provides several challenges to both teachers and students. Teachers must clearly and effectively present complex terms and ideas, yet avoid oversimplification. To do this, the unit employs working definitions for students to build upon. Some of the terms are frequently used in political and commercial discourse because they are foundational cultural elements. In particular the terms “democracy” and “freedom” are susceptible to multiple interpretations and are frequently employed to evoke sentiment rather than understanding.

One challenge in particular is the tendency to teach students the different forms that government can take by using an approach focused on definitions. This is problematical for students due to the myriad permutations each form of government may have. Ultimately, the boundaries between categorical structures become nebulous as the differences are ones of degree. Instead, the unit uses an inquiry-based approach from which students can analyze governmental forms based on who holds power; how leaders get and keep power; limits to power; and rights of citizens. This approach will enable them to continue to add different governmental forms to their repertoire. The intent here is not for students to merely memorize, but rather to develop a deeper understanding through analysis.

At several points in the unit, students consider scenarios that involve controversial issues – an essential element of social studies education. While there is a tendency to not raise these issues, the social studies classroom is the place to teach students how to engage in civil discourse about controversial topics. The purpose here, however, is not to debate the issues, but to show how controversial issues related to our freedoms inevitably cause tensions within our society.

Throughout the unit, a variety of resources are used to explore democracies around the world. One source employs data from the Freedom House, a watchdog organization. Teachers should be sure to explain to students that this organization provides one approach to measure freedom. It is being used as an example to teach students about political rights and civil liberties around the world.

In engaging students in a simulation about the Antarctica Treaty, it is important to note the reasons why so many nations were able to find consensus. It is important that teachers not leave students with the impression that treaty-making is simple; rather it is a complex process that has many nuances. Antarctica is more protected by nature than human agreement.

Finally, it is important that students see that many global problems eventually need governments to work together on solutions. Although individuals and groups can take action, global problems tend to be so complex that government action is usually needed. Non-governmental organization can and do support and supplement governmental efforts in many arenas.

How can a global perspective help me understand my world?