The Call to Citizenship

Butler, Nicholas Murray

doi:10.1177/002205740907000304

Cited by 2 publications

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“…disabilities were considered to be a threat to democratic society, and hence were segregated in institutions, In the American community of those days, they had been considered to lack citizenship because of their intellectual disabilities. In the present paper, "citizenship" is used to express civic, political and social lum of urban public schools after the beginning of twentieth century America (Butler, 1909, Some of the positions described in the present paper will be usefu1 for realizing the full participation of' people with intellectual disabilities in contemporary democratic society.…”

Section: Contemporzirty Democracy and Social Partin)ation Of People Wmentioning

confidence: 99%

Eugenicists' Views on Democracy in Relation to "the Feebleminded" in Pre-World War II America

Nakamura

Oka

2008

The Japanese Journal of Special Education

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The present paper examines how ``the feebleminded" to whom eugenicists were most hostile were regarded and what kind of image of democracy many ¢ ugenical scientists had in pre-World War II America. Eugenical scientists viewed the government as a system run by men of ability. "The feebleminded," therefbre, were regardcd as inforior pcople, and thought to be lacking in the citizenship necessary in order to contribute to society. Even after the 1930s, when eugenics discourse began to decline, mainline eugenical scientists did not accept the idea that C`the feebleminded" werc citizcns of a dcmocratic socicty, although some scientists ventured to defend the rights of [[the feebleminded".

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Section: Contemporzirty Democracy and Social Partin)ation Of People Wmentioning

confidence: 99%

Eugenicists' Views on Democracy in Relation to "the Feebleminded" in Pre-World War II America

Nakamura

Oka

2008

The Japanese Journal of Special Education

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“…Like the idea to develop classrooms and schools into small societies, exercises in social problem solving grew out of the perceived need for civics to move beyond the procedural hows and whys of American government and towards a practical, applied approach to the teaching and learning of civics. Indeed, applying knowledge and skills learned in civics class to real and pressing social problems of the day, according to Butler (1909), was a backlash against the "…sorry travesty upon the serious business of training for citizenship, that it should be thought we can make citizens by teaching the external facts relating to the machinery of government alone" (p. 79).…”

Section: American Civics In the Twentieth Century Recognizes A Role For Mathematicsmentioning

confidence: 99%

Curriculum and Instruction

1992

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Social Mathematics in the Curriculum of American CivicsSocial mathematics has enjoyed over twenty-five years of representation in social studies education literature. To better understand the development of social mathematics and how it relates to social studies education, historical research was conducted in order to determine the ways in which mathematics and statistics pertain to social studies education. A new definition of social mathematics is presented, one that is based upon the historical and contemporary review of the ways in which historical and contemporary theorists and practitioners conceptualize the intersection of mathematics, statistics, and civics.Descriptive research methodologies are also employed in order to analyze the treatment of social mathematics within the curriculum of American Civics. Representative samples of civic curricula were identified at the national, state, and textbook levels. The official texts of all samples were analyzed regarding their treatment of social mathematics. Results indicate that national social studies and civics standards at best imply the importance of social mathematics, state social studies standards treat social mathematics marginally, and the textbook selected for analysis offers primarily practice and assessment in rudimentary skills of social mathematics.Several conclusions are offered to account for the lack of representation of social mathematics in the civics curriculum. Additionally, numerous examples are provided of how national and state education agencies and textbook publishers can address social mathematics within the civics curriculum and why students of American Civics need instruction in and practice with the concepts and skills of social mathematics.California is not a statewide textbook adoption state when it comes to these four grades.After the focus and intent of this study was described to him, Larry Dunn of the California Department of Education ( 2001) strongly suggested that the Los Angeles Unified School District be used as an example. As Mr. Dunn explained, the Los Angeles Unified School District is by far the largest school district within the state, serving more than 12% of the school age population attending public schools in California. Moreover, records from the United States Department of Education show that the Los Angeles Unified School District serves more students than twenty-nine individual states in the United States. This is significant because, as Mr. Dunn suggested, not only is the Los Angeles Unified School District the largest school district in the state, but because of the size and influence the district enjoys, most of California's other school districts follow the Los Angeles Unified School District's choices for textbooks.

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The Call to Citizenship

Cited by 2 publications

References 0 publications

Eugenicists' Views on Democracy in Relation to "the Feebleminded" in Pre-World War II America

Eugenicists' Views on Democracy in Relation to "the Feebleminded" in Pre-World War II America

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