TITLE

Teaching the Federal Budget, Debt, and Deficit Through Civics Courses

AUTHOR(S)
Marri, Anand R.; Wylie, Scott; Shand, Robert; Grolnick, Maureen; Huth, Timothy J.; Kuklis, Louise
PUB. DATE
June 2013
SOURCE
Social Studies Research & Practice;Summer2013, Vol. 8 Issue 2, p83
SOURCE TYPE
Academic Journal
DOC. TYPE
Article
ABSTRACT
This project presents an opportunity for high school social studies teachers to infuse content on the federal budget, national debt, and budget deficit into civics-courses. The federal budget influences countries' decisions about domestic and foreign policy, making the study of the topic a necessity for understanding economic interdependence, as well as active and engaged citizenship. The national debt plays an important role in efforts to balance competing interests concerning taxes, entitlement programs, and government spending. Social studies teachers have the opportunity to create connections between economic and public policies about the federal budget, national debt, budget deficit, and the content commonly taught in high school civics classes across the United States. Our two-day lesson, Examining the role of citizens in the U.S. budgetary process: A case study, can be infused into the civics curriculum to help high school students begin to understand the federal budget, national debt, and budget deficit. We model an inquiry-oriented approach for citizen participation about these topics in high school civics classes.
ACCESSION #
90538233

 

Related Articles

  • Producing Responsible Citizenship in Nigeria for National Development Through Social Studies Education. Enu, Donald Bette; Effiom, Veronica Nakanda // American Journal of Social Issues & Humanities;Sep2012, Vol. 2 Issue 5, p329 

    In this paper, responsible citizenship is identified as a basic requirement for sustainable national development and nationhood. National development is an aggregation of the aspects of the society's development effort. It borders on political, economic, social, technological, cultural and...

  • SOCIAL SCIENCE IN THE P. K. YONGE LABORATORY SCHOOL. Simmons, G. Ballard // Education;Nov1936, Vol. 57 Issue 3, p136 

    The article focuses on key aspects of teaching social science at P.K. Yonge Laboratory School in the United States. The objectives of the Yonge School had been set up by the faculty before the school opened in the fall of 1934, with a general educational objective of the junior-senior high...

  • EDUCATION FOR A DEMOCRACY. Ochoa-Becker, Anna // International Social Studies Forum;2002, Vol. 2 Issue 1, p67 

    Focuses on the book 'Education for Democratic Citizenship: Decision making in the Social Studies,' which argues that social studies curriculum should correlate with the demands of democratic citizenship and maximize citizens' power to govern themselves. Need for an issues-based social studies...

  • Citizenship: The Phantom Core of Social Studies Curriculum. Longstreet, Wilma S. // Theory & Research in Social Education;Summer85, Vol. 13 Issue 2, p21 

    The relationship of citizenship to the social studies curriculum is explored. Several well known curricular designs for the social studies are reviewed and the fundamental differences in their treatment of citizenship noted. It would appear that the development of knowledge about citizenship and...

  • Clash of Past and Present: Citizenship Education in Nigeria's Junior Secondary School Curriculum. Ogunyemi, Biodun // European Journal of Social Sciences;Jan2011, Vol. 18 Issue 3, p378 

    There have been increased global concerns on citizenship quality since the 1990s. As the world grapples with life-threatening issues of terrorism, armed conflicts, HIV/AIDS, global warming, energy crisis, desertification, political upheavals, among several others, attention is being drawn to the...

  • Rethinking Social Studies Research and the Goals of Social Education. Leming, James S. // Theory & Research in Social Education;Spring86, Vol. 14 Issue 2, p139 

    This paper examines the research on social studies curriculum's influence on the social, moral and political attitudes of youth. It is argued that it is difficult to make a case for the social or educational significance of these findings given their small magnitude. Four alternative...

  • Policy in the Way of Practice: How Assessment Legislation Is Affecting Social Studies Curriculum and Instruction in Ohio. MISCO, THOMAS; PATTERSON, NANCY; DOPPEN, FRANS // International Journal of Education Policy & Leadership;10/21/2011, Vol. 6 Issue 7, p1 

    In a national context of standards and high-stakes testing, concerns are emerging about challenges to the already tenuous position of the citizenship mission in the social studies curriculum. In this qualitative study, the authors administered a survey to social studies teachers in Ohio and...

  • Worth the Hassles: The Impact of Social Action Projects on Teachers' Beliefs and Practices. Olafson, Lori; Schraw, Gregory; Veldt, Michelle Vander; Ponder, Jennifer // Action in Teacher Education;Spring2011, Vol. 33 Issue 1, p108 

    This goal of this mixed-methods study was to examine teachers' beliefs about citizenship and citizenship education in a social studies methods course that emphasized social action. Nineteen graduate students participated in the study and completed two pre- and posttest surveys that measured...

  • Teaching for Democracy and the "Global Citizen" in Canadian Social Studies. Clausen, Kurt; Lemisko, Lynn // International Journal of Learning;2005/2006, Vol. 12 Issue 5, p323 

    At present, as in many nations around the world, Canadian educators are struggling with notions about what it means to be a citizen in an evolving ‘globalized’ world. This paper elaborates on the theoretical understandings of global citizenship as articulated in recent works by...

Share

Read the Article

Courtesy of THE LIBRARY OF VIRGINIA

Sorry, but this item is not currently available from your library.

Try another library?
Sign out of this library

Other Topics