548p. · aija tuna. poland. alicja pacewicz grzegorz mazurkiewicz. tomasz merta jarosiaw...

DOCUMENT RESUME

ED 422 200 SO 028 573

AUTHOR Fischer, John M., Ed.; Shinew, Dawn M., Ed.TITLE Comparative Lessons for Democracy: A Collaborative Effort of

Educators from the Czech Republic, Hungary, Latvia, Poland,Russia, and the United States.

INSTITUTION Center for Civic Education, Calabasas, CA.; Ohio StateUniv., Columbus. Mershon Center.

SPONS AGENCY Department of Education, Washington, DC.; United StatesInformation Agency, Washington, DC.

ISBN ISBN-0-89818-165-8PUB DATE 1997-00-00NOTE 548p.AVAILABLE FROM Center for Civic Education, 5146 Douglas Fir Road,

Calabasas, CA 91302-1467; telephone: 818-591-9321.PUB TYPE Guides Non-Classroom (055)EDRS PRICE MF02/PC22 Plus Postage.DESCRIPTORS *Change; Citizenship Education; Civics; Foreign Countries;

Global Education; Instructional Materials; *InternationalRelations; Modern History; Political Science; SecondaryEducation; *Social Change; Social Studies; *World History

IDENTIFIERS Czech Republic; Hungary; Latvia; Poland; Russia

ABSTRACTThis set of collaborative lessons and teacher resources

offers a unique focus on Central and Eastern Europe and the tremendouschanges of the last decades. Thirty-five lessons present material about thehistory and government of Central and Eastern European nations and askstudents to use comparative analysis with their own nation's history andgovernment. The countries featured are the Czech Republic, the Republic ofHungary, the Republic of Latvia, the Republic of Poland, the RussianFederation, and the United States. The emphasis is on active teaching andlearning methods. The materials are divided into four major sections with aschematic organization. The organizing questions include: (1) "HistoricalConnections What Are the Connections between the Past and Present?"; (2)"Transitions: Comparative Trends: What Are the Challenges Inherent to AnyForm of Change or Transition?"; (3) "Constitutionalism and Democracy:Comparative Issues How Are the Components of Constitutionalism andDemocracy Reflected in Government?"; and (4) "Citizens' Rights and CivilSociety: How Do Emerging Democracies Protect Citizens' Rights and Promote theGrowth of a Civil Society?" A guide to instructional support materials isalso provided along with the appendices offerings of the constitutions of theCzech Republic, the Republic of Hungary, the Republic of Latvia, the Republicof Poland, the Russian Federation, and the United States. (EH)

********************************************************************************

Reproductions supplied by EDRS are the best that can be madefrom the original document.

********************************************************************************

Comparative Lessons for Democracy: A Collaborative Effort ofEducators from the Czech Republic, Hungary, Latvia, Poland,

Russia, and the United States.

kr)00

c/)

1

byDawn M. Shinew

John M. Fischer

PERMISSION TO REPRODUCE ANDDISSEMINATE THIS MATERIAL HAS

BEEN GRANTED BY

Chctr e s__11Quigle.y

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)

U.S. DEPARTMENT OF EDUCATIONOffice of Educahonal Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

EI/This document has been reproduced asreceived from the person or organizationoriginating it.

O Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Comparative Lessonsfor Democracy

A Collaborative Effort of Educators fromthe Czech Republic, Hungary, Latvia,Poland, Russia, and the United States

Editors

Dawn M. Shinew and John M. Fischer

A product of

CIVITAS: An International Civic Education Exchange Programfunded through a grant from the

United States Department of Educationin cooperation with the

United States Information Agency

Published by the

Center for Civic Educationin cooperation with

The Ohio State University

'CI

Published by the

Center for Civic Education

5146 Douglas Fir Road, Calabasas, CA 91302-1467

818-591-9321 / [email protected] / www.civiced.org

Developed by the Mershon Center and the College of Education at The Ohio State University with support from theUnited States Department of Education in cooperation with the United States Information Agency. The ideasexpressed here do not necessarily reflect the opinions or policies of these organizations.

Copyright © 1997 Center for Civic Education. All rights reserved.

ISBN: 0-89818-165-8

4

EDITORS

Dawn M ShinewJohn M Fischer

EDITORIAL CONSULTANT

Richard C. Remy

EDITORIAL ASSISTANT

Lisa Cary

CZECH REPUBLIC

Marie HomerowiVera Dvohiková

Bohuslav Dvol-ák

Maria Bezchlebovci

Jana HlavováRadmila Dostálová

Hana StraNkováKristina Vciclavikovci

HUNGARY

Katalin HerneczkiBalázs Hidvéghi

Anna Nagy

Balázs SchandaAndras Semjén

Editorial Staff

LESSONDEVELOPERS

James ReinkerRudy Sever

Ben Trotter

Shannon Tuzzi Paletti

Doreen Uhas-Sauer

International Contributors

LATVIA

Guntars CatlaksValts Sarma

Liesma Lapina

Irena SalenieceAija Tuna

POLAND

Alicja Pacewicz

Grzegorz Mazurkiewicz

Tomasz Merta

Jarosiaw TomasiewiczJanusz 2miski

5

EDITORIALASSOCIATES

(Center for Civic Education)

Michael ConroyTheresa Richard

TECHNOLOGYCONSULTANTS

Alden CraddockDwayne Marshall

RUSSIA

Irina Akhmetova

Irina DimovaIrina DolininaIrina Goreva(Novouralsk)

Aleksandr GoyeroNikolai Kovalenko

Natalya KuzminaElena Popova (Tambov)

Ilya Treushnikov

COMPARATIVE LESSONS FOR DEMOCRACYPublished by the Center for Civic Education in cooperation with The Ohio State University STATE

U.S. Scholar Reviewers

Dr. Eva Busza, College of William and MaryDr. Katherine David-Fox, The Ohio State

University

Dr. Donald Lutz, University of Houston

Dr. John Patrick, Indiana University

International ReviewersRadmila Dostálová, Czech RepublicGuntars Catlaks, LatviaBalazs Hidvéghi, Hungary

Cynthia Brendle, Zephyrhills, FLNancy Canova, Park Ridge, ILMary De Marco, Albany, NY

Myra Harris, Tempe, AZRosie Heffernan, Miami, FLRichard Kobliner, Bayside, NY

Pyotar Polozhevets, Russian FederationTomasz Merta, Poland

National Lesson Reviewers

Elizabeth Larson, Phoenix, AZJames Melosh, Livonia, MI

Ron Morris, Pasadena, CARichard Rosenberg, Park Ridge, ILBonnie B. Tucker, Birmingham, MI

Central Ohio Pilot (Lesson) TeachersBarb Akers, Reynoldsburg Schools

Barbara Christensen, Ohio State UniversityLori Davis, Dublin SchoolsTim Dove, Worthington Schools

Leanne Gabriel, Gahanna-Lincoln SchoolsShirley Hoover, Upper Arlington SchoolsNancy Mallory, Bexley SchoolsDwayne Marshall, Columbus SchoolsJim Norris, Columbus SchoolsDan Pohlman, Groveport SchoolsStanley Ray, Southwestern Schools

Robert Rayburn, Eastland Career Center

Jim Reinker, Columbus Schools

Rudy Sever, New Albany Schools

Debbie Smith, New Albany Schools

Douglas L. Smith, Columbus Schools

Michelle Timmons, Reynoldsburg Schools

Ben Trotter, Bexley SchoolsBrenda Tutor, Southwestern SchoolsShannon Tuzzi-Paletti, Mershon Center

Doreen Uhas-Sauer, Columbus SchoolsBarbara Wainer, Columbus SchoolsMike Wrigley, Dublin Schools

6

/iv

COMPARATIVE LESSONS FOR DEMOCRACYPublished by the Center for Civic Education in cooperation with The Ohio State University STA1E

/v

Table of Contents

Lessons by Country

Matrix of Teaching Strategies

Acknowledgments

Preface

Developing Comparative Lessons for Democracy

Historical ConnectionsLesson 1: Maps of Central and Eastern Europe and Russia

Lesson 2: Foundations of Ideology: Liberalism, Communism and Fascism

Lesson 3: Narratives from Polish Survivors of Nazi Concentration Camps: Exploring Perspectivesthrough Literature and Primary Sources

Lesson 4: Shaping Post-World War II Europe

Lesson 5: Turning Points in the History of the Czech Republic

Lesson 6: The Use of Propaganda in Communist Czechoslovakia: The Case of theAmerican Potato Bug

Lesson 7: Government without the Consent of the Governed: Hungary, 1956

Lesson 8: Conflicting Theory, Rhetoric and Reality in Communist Internationalism:A Case for the Grand Jury

Lesson 9: Prague Spring, 1968: Hope and Disappointment

Periods of TransitionLesson 10: 1989: A Year of Revolution or Evolution?

Lesson 11: Analyzing Voices of Dissent

Lesson 12: Rock Music and the Collapse of Communism

Lesson 13: After the Collapse of Communism: Post-Revolutionary Blues

Lesson 14: Rival Visions of the Future: The President and Prime Minister of the Czech Republic

Lesson 15: Changing Economies: A Privatization Simulation

Lesson 16: Russia's Economy: A High Price for Free Markets

Lesson 17: The Democratization of the Media: Challenges and Controversies in Hungary

Constitutionalism and DemocracyLesson 18: What Democracy Is...and Is Not

Lesson 19: The Role of a Constitution in Establishing a State

Lesson 20: Affirmative and Negative Rights in Constitutions

Lesson 21: Affirmative Rights in Russia and the United States: The Example of Education

Lesson 22: Constructing Federalism: The Case of Russia

Lesson 23: Constitutional Separation of Powers: The Russian Federation and the United States

Lesson 24: "I Do Solemnly Swear..,.": Comparing Presidential Power in Four Countries

Lesson 25: Powers of the President: The Case of Latvia

Lesson 26: Coalition Building in a Parliamentary System

hsae!COMPARATIVE LESSONS FOR DEMOCRACY

Published by the Center for Civic Education in cooperation with The Ohio State University STA1E

/vi

Citizens' Rights and Civil SocietyLesson 27: A Question of AllegianceLesson 28: The Duties and Virtues of CitizensLesson 29: Granting Citizenship: Tensions between Nation and State in LatviaLesson 30: What Does Equality Mean? Four PerspectivesLesson 31: Majority Rule: Is It Always Fair?Lesson 32: Women's Rights in the U.S.S.R. and Russian Federation: A Contemporary Round TableLesson 33: The Significance of a Citizen's VoteLesson 34: The State and Minority RightsLesson 35: Organizing the Military in a Democracy

Guide to Instructional Support Materials

AppendixConstitution of the Czech Republic

Constitution of the Republic of Hungary

Constitution of the Republic of LatviaConstitution of the Republic of PolandConstitution of the Russian Federation

Constitution of the United States of America

COMPARATIVE LESSONS FOR DEMOCRACYPublished by the Center for Civic Education in cooperation with The Ohio State University

/vii

Lessons by Country

Five countries are the focal points for this publication: the Czech Republic, Hungary, Latvia,Poland and Russia. Lessons are listed below in terms of the countries referred to in the lessons.Those in bold indicate that the country figures prominently in that lesson.

Czech Republic (also Czechoslovakia)

Turning Points in the History of the Czech Republic lesson 5

The Use of Propaganda in Communist Czechoslovakia:The Case of the American Potato Bug lesson 6

Conflicting Theory, Rhetoric and Reality in Communist Internationalism:A Case for the Grand Jury lesson 8

Prague Spring, 1968: Hope and Disappointment lesson 9

1989: A Year of Revolution or Evolution? lesson 10

Analyzing Voices of Dissent lesson 11

Rock Music and the Collapse of Communism 1 esson 12

Rival Visions of the Future: The President and Prime Minister of the Czech Republic . lesson 14

Changing Economies: A Privatization Simulation lesson 15

Russia's Economy: A High Price for Free Markets lesson 16

What Democracy Is...and Is Not lesson 18

Coalition Building in a Parliamentary System lesson 26

"I Do Solemnly Swear...": Comparing Presidential Power in Four Countries lesson 24

Affirmative and Negative in Constitutions

Women's Rights in the U.S.S.R. and Russian Federation: A Contemporary Roundtable lesson 32

Constitution of the Czech Republic appendix

HungaryGovernment without the Consent of the Governed: Hungary, 1956 lesson 7



Rock Music and the Collapse of Communism lesson 12

After the Collapse of Communism: Post-Revolutionary Blues lesson 13


The Democratization of the Media: Challenges and Controversies in Hungary lesson 17



Constitution of the Republic of Hungary appendix

3


61416STATE

Latvia

Powers of the President: The Case of Latvia lesson 25


Granting Citizenship: Tensions Between Nation and State in Latvia lesson 29

Constitution of the Republic of Latvia appendix

Poland

Narratives from Polish Survivors of Nazi ConcentrationCamps: Exploring Perspectives lesson 3

Shaping Post-World War II Europe lesson 4

Government without the Consent of the Governed: Hungary, 1956 lesson 7





After the Collapse of Communism: Post-Revolutionary Blues lesson 13



The Role of a Constitution in Establishing a State lesson 19

Affirmative and Negative Rights in Constitutions lesson 21



The Duties and Virtues of Citizens lesson 28

The Significance of a Citizen's Vote lesson 33

The State and Minority Rights lesson 34

Organizing the Military in a Democracy lesson 35

Constitution of the Republic of Poland appendix

Russia (also Russian Federation, Soviet Union, U.S.S.R.)

Foundations of Ideology: Liberalism, Communism and Fascism lesson 2

Shaping Post-World War II Europe lesson 4

Government without the Consent of the Governed: Hungary, 1956 lesson 7

Conflicting Theory, Rhetoric and Reality in CommunistInternationalism: A Case for the Grand Jury lesson 8


1989: A Year of Revolution or Evolution9

10lesson 10


THEooSTAIE

111

/ix




Russia's Economy: A High Price for a Free Market lesson 16


Affirmative and Negative Rights in Constitutions lesson 20

Affirmative Rights in Russia and the United States: The Example of Education lesson 21

Constructing Federalism: The Case of Russia lesson 22

Constitutional Separation of Powers: The Russian Federation and the United States lesson 23



Granting Citizenship: Tensions between Nation and State in Latvia lesson 29

Women's Rights in the U.S.S.R. and Russian Federation:A Contemporary Round Table lesson 32

Constitution of the Russian Federation appendix

Lessons Addressing General Principles (non-specific to any countty)

A Question of Allegiance lesson 27

What Does Equality Mean? Four Perspectives lesson 30

Majority Rule: Is It Always Fair? lesson 31

ii,)1) COMPARATIVE LESSONS FOR DEMOCRACY

Published by the Center for Civic Education in cooperation with The Ohio State University

/x

Matrix of Teaching StrategiesKey

Docu Documents: document analysis/articles/case study/cartoon analysis

Prim Primary Resources: primary source documents/constitutions/political speechesL & D Literature and Drama: literature analysis/poetry analysis/musical lyric analysis/

role play/readers' theater

Group Group Work small group/ large group/ group presentations/ group discussionSimul Simulation and Decision Making simulation games/simulation activities/ decision trees

Historical Connections Docu Prim L & D Group Simul

Foundations of Ideology * *

Narratives from Polish Survivors of Nazi ConcentrationCamps

* *

Shaping Post-World War II Europe * * *

Turning Points in the History of the Czech Republic * * *

The Use of Propaganda in Communist Czechoslovakia *

Government without the Consent of the Governed * * *

Conflicting Theory, Rhetoric and in CommunistInternationalism *

*

Prague Spring, 1968 *

Periods of Transition Docu Prim L & D Group Simul

1989: A Year of Revolution or Evolution? * *

Analyzing Voices of Dissent * *

Rock Music and the Collapse of Communism * * *

After the Collapse of Communism *

Rival Visions of the Future * *

Changing Economies * * *

Russia' s Economy * *

The Democratization of the Media *

12


Of HOSMIE

/xi

Constitutionalism and Democracy Docu Prim L & D Group Simul 1

What Democracy Is...and Is Not **

The Role of a Constitution in Establishing a State * *

Affirmative and Negative Rights in Constitutions * * *

Affffmative Rights in Russia and the United States * * *

Constructing Federalism * *

Constitutional Separation of Powers * *

"I Do Solemnly Swear..." * * *

Powers of the President * * *

Coalition Building in a Parliamentary System *

Citizens' Rights and Civil Society Docu Prim L & D Group Simul

A Question of Allegiance * *

The Duties and Virtues of Citizens *

Granting Citizenship * * * *

What Does Equality Mean? * *

Majority Rule *

Women's Rights in the U.S.S.R. and Russian Federation * * *

The Significance of a Citizen's Vote * *

The State and Minority Rights * * *

Organizing the Military in a Democracy * *

13


biko'ffe

AcknowledgmentsThe Center for Civic Education would like to

express our sincere thanks to the many publishers whowaived their normal fees, allowing us to use theircopyrighted material at no cost. Their good will madethe scope of this project possible.

Developing a resource book involves enormousamounts of personal time and effort. This book wouldnot have been possible without the assistance ofnumerous individuals in all parts of the United Statesand Central and Eastern Europe.

First, we extend our sincere appreciation to CharlesN. Quigley and his colleagues at the Center for CivicEducation for making this possible. Their initiatives incivic education have provided wonderful opportunitiesfor everyone involved in CIVITAS: An InternationalCivic Education Exchange Program.

We would also like to thank Dr. Richard C. Remyfor his expertise and quiet prodding as we made ourway through our initial efforts at "lessondevelopment." His suggestions were invaluable. Dickis our mentor, colleague, and friend.

To Shannon Tuzzi-Paletti, who joined us midwaythrough the project; she proved to be instrumental tothe success of the project. We debated the location ofher name in the title pages because she served so manyroles, not the least of which was showing enormousinterest in the lesson materials. As a beginning teacherher expertise, subject knowledge and ability to put intowords the nuances of teaching are unsurpassed. Thisproject would not have been possible without her.

Special thanks to our Australian colleague, LisaCary, who joined our team at the most criticalmoments. Lisa helped us keep our sights on theendand feet on the ground. Her contributions alsoextended far beyond her role as "editorial assistant"ona title page.

To the organizers and participants in CIVITAS: AnInternational Civic Education Exchange Program ,whose efforts to learn and assist each other inimproving education for democracy served as a drivingforce behind this work. The materials contributed bythese participants filled us with awe and admiration;their commitment to education and cultivating a civilsociety is an inspiration.

In addition, we express our sincere appreciation tothe staff at the Mershon Center. We especially thankWynn Kimble for her support and Dr. Alden Craddockfor his technical assistance.

Numerous teachers played essential roles in thedevelopment process. Dwayne Marshall, Rudy Sever,

Jim Reinker, Ben Trotter, and Doreen Uhas-Sauerparticipated in our initial efforts at adapting materialsfrom our Central and Eastern European colleagues intomeaningful lessons for secondary schools in the UnitedStates. This experience proved to be a valuableprofessional development activity for all of us. Inaddition, thirty-three educators agreed to review andpilot test lessons. Their comments and suggestionsserved as the foundation for later revisions.

We also appreciated the insightful comments wereceived from social studies educators at the annualNational Council for the Social Studies conference, aswell as several regional social studies conferences. Ourgoal was to produce valuable materials for classroomteachers. The positive feedback we received from theseeducators was powerful motivation.

We also drew on the expertise of scholars during thereview process. Dr. Donald Lutz (University ofHouston), Dr. Ewa Busza (The College of William andMary), and Dr. John Patrick (The ERIC Center forSocial Studies/Social Sciences, Indiana University)provided us with much needed advice on how to focusthe lessons and strengthen the resource book as awhole. In Central and Eastern Europe, numerousindividuals provided insightful commentary on thematerials. We felt it was enormously important for ourCentral and Eastern European partners to review thesematerials. We hope the lessons reflect our colleagues'multiple perspectives and their beliefs about thetransition and its implications.

This project occupied enormous parts of our livesfor the last year. We hope that teachers and studentsfind these materials useful as they try to understand thecomplex issues in Central and Eastern Europe. VáclavHavel, the dissident, leader and president of the CzechRepublic may have said it best:

...At the beginning of everything is the word

It is a miracle to which we owe the fact that we arehuman.

But at the same time it is a p4-all and a test, a snareand a triaL

More so, perhaps, than it appears to you who haveenormous freedom of speech, and might thereforeassume that words are not so important.

They are.

They are important everywhere.

The same word can be humble at one moment andarrogant at the next. And a humble word can betransformed easily and imperceptibly into anarrogant one, whereas it is a difficult and


14

OHIOSTAIE

protracted process to transform an arrogant wordinto one that is humble. I tried to demonstrate thisby referring to the tribulations of the word "peace"in my country.

As we approach the end of the second millennium,the world, and particularly Europe, finds itself at apeculiar crossroads. It has been a long time sincethere were so many grounds for hoping thateverything will turn out well. At the same time, therehave never been so many reasons to fear that ifeverything went wrong the catastrophe would befinal.

It is not hard to demonstrate that all the mainthreats confronting the world today, from atomicwar and ecological disaster to a catastrophiccollapse of society and civilizationby which Imean the widening gulf between rich and poorindividuals and nationshave hidden deep within

them a single root cause: the imperceptibletransformation of what was originally a humblemessage into an arrogant one....

(July 1989)

The collaborative nature of this projectdemonstrates how much can be accomplished when adiverse group comes together with a shared purpose.The dedication, commitment and integrity of thoseindividuals and groups mentioned above serve aspoignant reminders of what it means to be humblewhile slowly, almost imperceptibly, changing theworld.

Thank you,

Dawn M. Shinew and John M. Fischer, editorsJune 1997

COMPARATIVE LESSONS FOR DEMOCRACY

pI Published by the Center for Civic Education in cooperation with The Ohio State University STATE

PrefaceDemocracy has seemingly triumphed in many parts

of the world, only to discover how vulnerable it is. Inthe nations of Eastern Europe and the former SovietUnion, the outward trappings of communism havedisappeared almost overnight as statues of old leadershave tumbled and the superficial artifacts of Westernculture have proliferated. However, after the initialeuphoria surrounding the "fall of the wall" and relatedevents, it has become clear that the legacy ofcommunist authoritarianism remains deeply rooted inthe political, social, and economic life of the region.Perhaps the most pressing challenge is the need tobuild robust civil societies that embody what RalfDahrendorf has called the public virtues that providethe essential base for modern, consolidated,constitutional democracy.

Simultaneously, in the West, democracy strainsunder what some observers have argued is a decline ofcivil societywhat Tocqueville called the "habits ofthe heart" that have supported and nourished ourformal political institutions over the decades.Increasing levels of citizen irresponsibility, crime,apathy, and indifference to the common good havebecome all too familiar manifestations of thisfundamental challenge.

After consulting on the development of nearly everyconstitution in Eastern Europe and the newlyindependent states of the former Soviet Union andreflecting on the challenges that lie ahead for both theEast and West, A. E. Dick Howard, our distinguishedcolleague and world renowned constitutional scholar,concluded, "Ultimately, no objective is more importantthan civic educationthe inculcation of civic virtues.A viable democracy requires that citizens understandthat liberty is not license, that the open society dependsupon mutual tolerance, that rights have a universalquality. A people who do not understand the basicprecepts of free government are unlikely to keep italive and vibrant."

Civitas: An International Civic EducationExchange Program was created in recognition of theneed in both East and West to build and continuallyrenew through education the democratic politicalcultures and strong civil societies that provide theindispensable social base for a democratic politicalorder. The Civitas Exchange Program involvesleading civic education organizations in the UnitedStates working in partnership with counterparts in thecountries of Eastern Europe and the newly independent

hciv

states of the former Soviet Union. The program wasestablished in 1995 with support from the UnitedStates Department of Education in cooperation withthe United States Information Agency. The Center forCivic Education administers the program and TheOhio State University's Mershon Center and Collegeof Education serve as one of the primary sites forexchange and curriculum development activities.

Two of the major goals of the Civitas ExchangeProgram are to facilitate the exchange of ideas andexperience in civic education among the Civitaspartners, and to create instructional materials forstudents in the United States that will help them betterunderstand emerging constitutional democracies. Thisbook represents a significant contribution to thesegoals and clearly demonstrates the practical benefits tobe derived from sustained cross-national collaborationby educators willing to transcend national differencesin their firm commitment to democracy and civiceducation.

The lessons presented here, all originally written forthis book, will help students and teachers in manycountries gain a deeper understanding of key elementsof the process of democratic consolidation. In addition,these lessons afford students and teachers opportunitiesto sharpen the critical thinking and inquiry skills soessential to competent citizenship. The lessons can alsoserve as models for additional curriculum developmentat the local level and can be used to help strengthenpreservice teacher education in pedagogical institutes,colleges, and universities of the partner nations.

We congratulate and express our deep gratitude tothe co-editors of this book, Dawn Shinew and JohnFischer, for bringing their creativity, dedication, andexpertise in curriculum development to bear in leadingthis innovative project to a highly successfulconclusion. The classroom teachers, civic educationleaders, and scholars from six nations that participatedin the development of this book also deserve specialrecognition. Finally, we thank the Mershon Center atThe Ohio State University for hosting this project andthe staff of the Center for Civic Education for theireditorial contributions. We look forward to thewidespread dissemination and use of this valuable newteaching resource.

Charles N. Quigley, Center for Civic EducationRichard C. Remy, The Ohio State University

16


Developing Comparative Lessons for Democracy

by John M. Fischer and Dawn M. Shinew, Editors

The Challenge of Teaching for DemocracyEvery democratic society faces the challenge of

educating succeeding generations of young people forcompetent citizenship. In all instances, it seems clearthat such an education cannot be achieved in isolationof other citizens or the rest of the world. In addition,civic education must go far beyond merely havingstudents memorize the structures and functions ofgovermnent. The somewhat daunting task facing alleducators is how to move beyond knowledge-basedcivic education and use this knowledge as a foundationfor developing the skills and attitudes that areconducive to living and participating effectively in ademocracy. A fundamental question looms beforeeducators throughout the world: How can we preparestudents for active participation in a democraticsociety, particularly in an increasingly interconnectedworld? Comparative Lessons for Democracy offersone response.

Characteristics of Comparative Lessons forDemocracy

This teacher resource book has several distinctivecharacteristics. Described below, these include aunique focus on Central and Eastern Europe, theorganization of the book, the structure of the lessons,an emphasis on active teaching and learning methods,and the inclusion of comparative analysis.

A Focus on Central and Eastern EuropeComparative Lessons for Democracy presents a rare

opportunity to strengthen education for democracy inthe United States through the use of curricularmaterials about the history and government of severalCentral and Eastern European nations. Analyzingissues and events related to these emergingdemocracies encourages students in the United Statesto clarify some of the basic assumptions and principlesupon which democracies rest. The content of thelessons contained in this resource book is designed toraise questions, not only about countries in Central andEastern Europe, but also how these same issues relateto American society and politics. In this manner,students are able to identify the elements common todemocracies everywhere and those dimensions that areunique to the United States.

Educators and scholars from the Czech Republic,Hungary, Latvia, Poland and Russia contributed largeamounts of the materials included in these lessons.(For a complete discussion of the development processof this book, see the section entitled "Comparative

Ixv

Lessons for Democracy and the Process ofCross-Cultural Collaboration.") These materialsproved to be essential in insuring that accurateinformation was available and that multipleperspectives were included. The unique opportunity toinclude materials from educators in Central andEastern Europe provides this book with a rareopportunity to analyze events from an American view,as well as to consider them from the view of thosedirectly involved. This promotes a deeperunderstanding for students and provides a strongfoundation for building comparisons.

Organization of the BookThe materials are divided into four major sections

that follow a schematic organization. While thisorganization is not intended to reflect sequence orpriority, the structure offers teachers a sense for howcertain lessons are, or could be, connected. In eachsection, lessons revolve around some organizingquestion. The sections and questions are:

Historical Connections"What are the connections between the past andpresent?"

Transitions: Comparative Trends"What are the challenges inherent to any form ofchange or transition?"

Constitutionalism and Democracy: Compara-tive Issues"How are the components of constitutionalismand democracy reflected in government?"

Citizens' Rights and Civil Society"How do emerging democracies protect citizens'rights and promote the growth of a civil society?"

While none of these questions is ultimatelyanswered in its entirety, the lessons in each sectionprovide an understanding of the complex issuesinvolved. These sections are not intended to be anexhaustive treatment of the topics. Instead, theselessons are a first step, an opening to issues thatresonate in our own nation. Additional informationmay be obtained by encouraging students to conducttheir own research and by investigating other sources.

Historical Connections. This section sets thecontext of both time and place. Included in this sectionis a collection of maps that can be copied anddistributed or made into overheads. The maps providestudents with a sense of the shifting boundaries of this

COIVIPARATIVE LESSONS FOR DEMOCRACYPublished by the Center for Civic Education in cooperation with The Ohio State University

17

cnoSTATE

turbulent region. In addition, students need to have asense for how the past affects the presentand thefuture. The lessons in this section focus on majorhistorical events in the twentieth century. The lastcentury has seen battles, both political and military,ebb and flow across the boundaries of state and nationin this part of the world. The lessons provide studentswith a representation of the complexities andinterrelationships inherent to these areas. In addition,several lessons have been included that will help toestablish a historical context for the sections thatfollow.

Transitions: Comparative Trends. The secondsection highlights some of the issues involved in thetransition toward democracy. Scholars often debatewhen to mark the beginning of the transition todemocracy from the authoritarian/totalitarian states.This section includes lessons about events in thetransition and relates them to the individual countriesunder study. The section also includes lessons aboutmore subtle forms of dissent, including poetry,literature, and rock music. The lessons entitled "Afterthe Collapse of Communism: Post-RevolutionaryBlues" and "Rival Visions of the Future: The Presidentand Prime Minister of the Czech Republic" areincluded as reminders that change is a slow, oftendifficult and arduous process. Finally, the sectiondiscusses the struggle and impact of the transition interms of the economy and the media. Citizens in thesecountries feel the impact of the transition in every areaof life, from the obvious changes in governmentalstructures and laws to more personal issues.

Constitutionalism and Democracy. Lessons in thissection explore the ideas and concepts underlying bothdemocracy and constitutionalism. What is democracy?What is constitutionalism? How does constitutionalismhelp solve the problems of the state? These questionsrequire students to explore the procedural aspects offorming new governments. In addition, many of theselessons encourage American students to criticallyexamine their own rights and responsibilities.

Citizens' Rights and Civil Society. The fourthsection includes lessons that challenge students tocomparatively consider two areas: the rights ofindividuals and groups and the role of institutions incivil society. What constitutes the building blocks ofsociety? How do states establish boundaries forcitizens' actions? The lessons in this section explorewhat it means to be a citizen in a democratic society,addressing the issues of equality, responsibilities andrights. The intricate relationship between citizen'srights and their accompanying responsibilities is amajor focus of this section. The transitions may havehad their greatest impact at the intersections betweenthe government and the populace.

/xvi

Guide for Instructional Support Materials. TheRussian and Eastern European Institute at IndianaUniversity provided this guide. The listing is designedto show educators what is available and to providedirection on how to borrow these materials for verylittle cost. Creating an active and engaging educationalenvironment, one of the goals shared by teachersaround the world, can only be made easier for teachersin the United States with the materials included in thisbibliography.

Appendix. Constitutions from the Czech Republic,Hungary, Latvia, Poland, Russia, and the United States(in their most recent form) are included. Theseconstitutions are referenced in a number of lessons. Bycomparing the constitutions of other states and nations,students in the United States will examine their ownconstitution in considerable detail. The task ofcomparing and contrasting two or more documentsoften leads to a more thorough understanding of each.

Structure of the LessonsThe lessons begin with one or more quotes. The

quotes may be used as part of the lesson, to provide awriting prompt for an essay, or add anothercommentary on the issues involved in the lesson.

Each lesson provides teachers with a Summary ofthe Lesson in which key ideas and concepts areidentified in bold print. This section helps teachersidentify the subject-matter of each lesson quickly andeasily. In addition, teachers will be able to seeconnections between the important ideas and conceptsamong numerous lessons.

Objectives identify specific goals for each lesson.The objectives are stated in a manner that suggests theimportance of establishing high expectations forstudents. In all cases, objectives should be clearlycommunicated to students throughout the lesson. Inaddition, these objectives serve as a basis forevaluating students' learning in the lesson.

In many cases, Background Material for theTeacher is included. These materials are often longeror more sophisticated than materials one might wish touse with students. The background materials provide afoundation for understanding the subject-matterrelevant to the lesson. In some instances, teachersmight conclude that students would benefit fromreading the background material as well. Students whoare interested in or require more breadth or depth aboutthe content could use the background materials asadditional resources.

The Lesson Plans follow a basic plan of Opening,Developing, and Concluding the lesson. Designed totake from one to three periods to complete, teachershave the flexibility to decide what to include, how toinclude it and in what order. The lessons are designed

IofCOMPARATIVE LESSONS FOR DEMOCRACY

Published by the Center for Civic Education in cooperation with The Ohio State UniversitylaSATE

to build students' comprehension of the ideas andknowledge necessary for fully understanding thesubject matter of the lesson. Introductory activities aredesigned to set a context for issues that arise later inthe lesson and to stimulate students' interest. Eachactivity, however, is capable of standing alone. Theflexibility of the lessons allows the classroom teacherto use them to augment existing curricula and texts.

Finally, suggestions for Extending the Lesson areincluded. This section includes additional informationthat expands the focus of the lesson (including othercountries or historical events for comparative analyses)and activities that support, reinforce or evaluate theconcepts presented in the lesson. Some of thesesuggestions may also provide teachers with a basis fordesigning alternative forms of assessment.

The structure of these lessons is intended to provideteachers with as much information as possible butrecognizes the importance of the teacher as thedecision-maker in his or her own class. These lessonsare not intended to be of the "cookbook" variety inwhich eliminating one step ruins the dish. Instead,teachers have the option of picking and choosing thoseactivities and/or materials that are most useful for theirstudents.

Active Teaching and Learning MethodsAnother way in which educators can prepare

students for participation in a democratic society isthrough the use of active methods of teaching andlearning. The challenge to every teacherAmerican,Czech, Hungarian, Latvian, Polish, and Russianis tocreate an environment in which students areencouraged to think critically and interact withsubject-matter, peers, and teachers in ways thatpromote democratic behaviors and attitudes. Thissimply cannot be accomplished by a teacher lecturingfrom behind a podium day after day. While notdenying the importance of academic content or thevalue of a well-delivered, content-rich lecture, thelimitations of such a pedagogical strategy seemobvious: students who are asked only to be passiverecipients of knowledge will not develop the skillsnecessary for engaging in the public discourse soessential to a successful democracy.

For these reasons, the lessons contained inComparative Lessons for Democracy use a variety ofteaching strategies. The purpose of these strategies isnot merely to increase students' interest in the lesson,although this is usually the case. Instead, the intentionis to provide students with opportunities to be activelyinvolved in the lesson. Lessons that require students toparticipate in discussions with peers, make and defenddecisions on important issues, and analyze text from acritical perspective provide them with the tools

lxvii

necessary for applying such strategies outside theclassroom.

In several lessons, students are involved in role-playsituations that require them to build on factualknowledge previously obtained in the lesson.Role-plays can accomplish two objectives. First,students are asked to manipulate information in waysthat require a more sophisticated understanding of thematerial. Second, students often are able to personalizeinformation when asked to assume a particular role; inthis manner, students come to identify ways in whichseemingly sterile decisions and events affect the livesof individuals.

Teachers in virtually all countries complain thatstudents are not prepared to participate in lessons thatrequire such active involvement. In fact, at aconference in May of 1996, a Polish teacher raised aquestion that seems to plague all educators, "How canwe expect students to act in such cooperative,democratic ways when all around them society iswrought with examples of authoritative policies and anapathetic public?" The response drives at the veryheart of the role of schools in democratic societies. Dowe want schools to merely mimic society at large or,as educators of future generations, do we want schoolsto promote a model of what society should be? Theassumptions of the authors of these lessons clearlyreflect the latter vision.

Comparative AnalysesAnother characteristic of this book is the extent to

which lessons include opportunities for comparativeanalysis. The past decade has seen almostinconceivable changes in the world. The political,social and economic changes in Central and EasternEurope have created pressing questions about howdemocracy might be defined in today's context.Citizens and government leaders in these countriescontinue to wrestle with questions about free and openelections, restructuring centrally-controlled systems,and the challenge of educating people for participatingin a democratic system. As members of along-standing, stable democracy, students in theUnited States are often required to know what rightsare included in the Constitution but are rarely asked toconsider the question facing many Central and EasternEuropean countries about what rights should beincluded in a constitution. Consideration of this issueand others can raise the level of understanding amongstudents in the United States to an entirely new level.

Comparative Lessons for Democracy and theProcess of Cross-Cultural Collaboration

This book was developed as part of CIVITAS: AnInternational Civic Education Exchange Program,

1)COMPARATIVE LESSONS FOR DEMOCRACY

Published by the Center for Civic Education in cooperation with The Ohio State University640

sponsored by the United States Department ofEducation in cooperation with the United StatesInformation Agency. Educators from the CzechRepublic, Hungary, Latvia, Poland and Russia wereinvolved in an exchange to promote civic education intheir own countries and, through the sharing andquestioning that resulted from the exchange, in theUnited States as well.

One goal of the project was to develop a resourcebook about Central and Eastern Europe for teachers inthe United States. To facilitate this process,specifications about materials and lesson plans weredistibuted to teams from each of the participatingcountries. These specifications provided guidelinesfrom which educators and scholars from each countrycould develop drafts of materials for inclusion in theresource book.

Many American teachers recognize the seriousshortage of materials about this region, due in largepart to the long reign of communist governmentswhich limited and censored information. The materialsthat have been available in the past have oftenover-simplified the complexities of the region. In manycases, the portrayal of a struggle between the "evilempire" and the "forces of good" failed to address thenuances of a world in which few things are so clearlydefined. To more fully understand the impact ofcontemporary developments in Central and EasternEurope, teachers in the United States need to haveaccess to materials that illustrate important conceptsand events. The assumption of this project is that suchinformation should come from educators and scholarsin those countries. Consequently, materials for thisresource book were solicited from the participatingcountries in the International Civic EducationExchange program. At the end of the exchange, eachparticipating country from Central and Eastern Europewas asked to contribute sample lesson plans ormaterials that could be used in lesson plans forAmerican classrooms.

The materials received from the participants provedto be invaluable. In many ways these materials helpedthe developers of this book understand more about theissues relevant to specific countries and those thatseem to transcend state boundaries. The level of detailand often personalized nature of the informationsimply could not have been accomplished withoutcontributions from the participating countries.

The next step in this process involved five teachersfrom the United States. These teachers, selectedbecause of their expertise in the classroom and theirinterest in the project, assumed responsibility forassisting in the editing, rewriting, and developing oflessons for inclusion in Comparative Lessons forDemocracy. Throughout winter and spring of 1996,

these teachers met with the editors and editorialdirector to engage in professional developmentexperiences. The purpose of these activities was toprovide the teachers with a foundation forunderstanding the histories and current events in thecountries involved in the exchange. Reading works byTimothy Garten Ash and scholars in the fields ofconstitutionalism and emerging democracies gavethese teachers a better understanding of the seismicchanges in Central and Eastern Europe. In addition,this group started questioning what is important toteach American students, both about this region of theworld and about democratic principles.

June brought mail containing draft lessons andmaterials from countries participating in the exchange.Educators from Russia sent materials on the problemsof federalism, presidential power and the right to aneducation. Latvians sent lessons on the parliament, thedifferences between the concepts of "nation" and"state," and the struggle to define Latvian citizenship.Czechs sent information rich in the stories of historyand the role of the individual: the Prague Spring of1968, T. G. Masaryk, Vdclav Havel. Hungarianscontributed powerful narrative about the battles overcontrol of the media and freedom of the press indemocratic societies. Polish lessons includedinformation about the principles of democracy; theconcepts of patriotism, equality; and a role-play aboutthe challenges of establishing a state.Constitutionalism played a large part in all theselessons. How does a democracy respect the will of themajority and yet protect the rights of the minority?

During the summer of 1996, the team of Americanteachers refined material, elaborated on ideas,combined readings, investigated additional sources,and even rewrote materials so they would be accessibleto American teachers and students. In many cases theselessons were submitted to numerous reiterations as thegroup attempted to find an appropriate balancebetween the original intention of the lesson and theneeds of U.S. educators. The powerful ideas of thoseinvolved will do much to answer the call for materialsthat enliven, personalize and enrich the curriculum.

During the course of the 1996-1997 school year, areview process strengthened and improved thematerials. In the fall of 1996, twenty-two classroomteachers agreed to review and pilot teach lessons fromthese materials. Their notes and comments clarifieddirections and options and dealt with issues aboutintended audience and ability level. We also shared thematerials with teachers from the United States andother countries during a series of presentations atnational and regional conferences of the NationalCouncil for the Social Studies. Participants in eachsession received draft copies of the resource book and

COMPARATIVE LESSONS FOR DEMOCRACYPublished by the Center for Civic Education in cooperation vTilhe Ohio State University

'ITzikSTATE

were invited to share their comments and suggestionswith us. Their comments and suggestions are reflectedin this fmal document.

Concurrently, all lessons and materials that relatedto a particular country were sent to the partner centerin that country. For example, all materials and lessonsrelated to Hungary were sent to the center in Hungarythat had contributed materials. Each center thenrecruited an individual to read, review, and commenton the lessons. Their comments proved most importantand helpful. Changes in lessons are, in many cases, theresult of their input.

Finally, two other groups were involved in thereview process. Several law-related education centersacross the United States identified a teacher to reviewlessons. Many of these teachers reminded us of therealities of American classrooms, leading us toquestion how to maintain the complex nature of theissues without alienating students with overly difficultmaterials. The "Editor's Note" that has been added atvarious points in the student readings reflect ourattempt to address the concerns of these teachers.

We also identified four content reviewers familiarwith expertise in the region, constitutionalism, andhistory. Each provided extensive comments that had animpact on the lessons in critical ways. Seen in concertwith the comments from classroom teachers, thesereviews identified directions, holes, and directed thereview process that followed.

The process for developing Comparative Lessonsfor Democracy was complex and challenging. The taskof collaborating with educators from five Central andEastern European countries, as well as with teachers inthe United States, sometimes seemed overwhelmingand was often ambiguous. Participants in this"collaboration" shared the same purpose (the resourcebook) but were severely limited in terms ofcommunication because of language barriers anddistance. However, throughout the process, thedevelopers of the book continued to be acutely awareof our Central and Eastern European counterparts.Consequently, numerous issues arose during theproject: What are the similarities and differencesregarding expectations of students from these differentcontributing areas? How do our various experiencesand histories affect the way in which we define such

fundamental principles as human rights, open society,free press, etc.? How can we maintain the voices of thecontributors from Central and Eastern Europe whilestill meeting the needs of American teachers andstudents? Many of the answers to these questionsremain incomplete. The process described above,however, forced us to at least raise the issues, and,sometimes, the greatest learning takes place not infinding the answers but in asking the questions.

Looking to the FutureAs participants in the International Civic Education

Exchange, we have gained a greater understanding ofthe enormous cost to societies governed far too long bygovernments lacking the consent of those governed.We learned of the yearning to create a society open tovast possibilities for all its citizens, yet concerned thatno one be left behind.

The five U.S. centers that served as primary sites forvisits from Czech, Hungarian, Latvian, Polish, Russiancivic educators facilitated the creation of the materialsand ideas in this resource book. Participants'experiences with lesson development varied widely.However, from each country educators communicatedwhat may be most difficult to convey, their thoughtsand beliefs about the nature of freedom, democracyand the relationship between the state and theindividual.

For the American teachers involved in the project,the work forced us to examine our assumptions aboutlife in a liberal constitutional democracy. At thebeginning of the project, the group of teachers from theU.S. were prepared to simply edit and elaborate on thematerials we had been provided. Instead this projectencouraged us to reexamine what it means to "teachdemocracy." Reading about the histories of this region,the courage of individuals striving to make adifference, and the struggle of dealing with almost 50years of communist rule seemed to touch a core, torevitalize what we wanted to teach in our classrooms.The power of comparison does much to illuminate ourown existence. These lessons for democracy do muchto illuminate our future in a world where the strugglefor justice, freedom and an open society are ongoing.

COIVIPARATIVE LESSONS FOR DEMOCRACYPublished by the Center for Civic Education in cooperation with The Ohio State University

bAdSTATE

Historical Connections / 1-1

0 MAPS OF CENTRAL ANDEASTERN EUROPE AND RUSSIA

Yet compared with Central Europe in 1848 or 1918/19...most nations havestates, and have [grown accustomed] to their new frontiers. Ethnically, the

map is far more homogenous than it was in 1848 or 1918.Timothy Garton Ash in The Magic Lantern

Summary of the Lesson

Students will benefit from the geographical and historical background these maps provide asthey work with the content in this resource book. The maps may be used to create studenthandouts and/or overhead transparencies. The set includes matched pairs that may be placed ontop of one another (on an overhead projector) to demonstrate ways in which the politicalgeography changed. Comparisons of state borders during the last 100 years will help studentsbetter understand the development of contemporary states in Central and Eastern Europe.

Materials

This map set contains the following maps (some in blank form as well):

Europe, 1996 Europe, 1945-1989

Europe, 1912 Europe, 1929

Central and Eastern Europe, 1929 Central and Eastern Europe, 1945-1989

Central and Eastern Europe, 1996 The Czech Republic, 1996

Poland, 1996 Latvia, 1996

Russia, 1996 Hungary, 1996

In some instances the maps have been designed to facilitate the creation of "overlay pairs.""Overlays" are two maps that have been sized by scale and orientation so that comparisonsacross time can be made.

The following pairs are included in these materials:

Europe, 1912 Europe, 1929

Central and Eastern Europe, 1912 Central and Eastern Europe, 1929

Europe, 1945-89 Europe, 1996

Central and Eastern Europe, 1945-89 Central and Eastern Europe, 1996

These maps are designed to support the lessons contained in this resource book. Teachers mightuse them in a variety of ways. For those interested in having students label the mapsthemselves, blank masters have been included of all but those maps of individual countries.

9 (-),..... .---


Student HandoutHistorical Connections / 1-2

Europe, 1996

AtlanticOcean ?

Europe 1996

Arctic Ocean

el)a . ......,01)

Black Sea

TURKEY

N

A520

1:25000000

0 520 1040 KilometersA/ Country boundary0 Capital

500 0 500 Miles

Map Source: Environmental Systems Research Institute's ArcWorld

The Ohio State University Center for Mapping

23


Europe, 1945-1989

AtlanticOcean Ip

Europe 1945-1989

Arctic Ocean

500

1:25000000

0 500 1000 Kilometers

500 0 500 Miles



"./ Country boundaryCI Capital

F-1 Communist[?71 NATOr--1 Neutral

3 T COlfq AAWIL


Central and Eastern Europe, 1996

TheHagu

NorthSea

sels

FRANCE

BernWITZERLAND

Central and Eastern Europe 1996

Stockholmallin

ESTONIA

SWEDEN RUSSIA

A`lq

0Berlin

GERMANY

ITALY

POLAND

Warsaw

®PraCZECH REPUBLIC

Vienna®

AUSTRIA

SLOVENIA

4)

Baltico nhagenSea

Cs

Rome0 MediterraneanSea

LATVIARiga

LITHUANIAVilniu

SLOVAKIA

Bratislav

®Budapes

HUNGARY

CROATIA

BOSNIA

Tiran

0Belgrade

SERBIARD

&Minsk

BELARUS

Chisina

ROMANIA

MACEDONIA

Buclarest

BULGARIA®Sofia

es,

®Moscow

®Kiev

UKRAINE

Black Sea

TURKEY

®Ankara

A250

1:16000000


250 0 250 Miles

Map Source: Envimnmental Systems Research Institute's ArcVorld


25

A/ Country boundaryCapital

Student Handout Historical Connections / 1-5Central and Eastern Europe, 1945-1989

Central and Eastern Europe 1945-1989

MediterraneanSea

N

A260

1:16000000


250 0 250 Miles


The Ohio State University Center for Mapping 2 6

A/ Country boundary0 Capital

1-1 CommunistNATO

II Neutralari g




.11

North Seanhagen Baltic

Sea

Londo0

TheHague

SOVIETUNION

LU

()ParisSAAR

FRANCE

Black Sea

TURKEYMediterranean

Sea

260

250

1:15000000

0 260

0

520 Kilometers

250 Miles

A/ Country boundary® Capital

Map Source: Environmental Systems Research Institute's ArcWorld and the Atlas of Europela) Ishotory 1957

The Ohio State University Center for Mapping 4




North SeaBaltic

Sea

FRANCE

: .AUSTRIA-HLINGARY

Black Sea

MediterraneanSea

A260

1:15000000


260 0 260 Miles

/V Country boundary

El Austro-Hungarian Empireq German Empire

71 Russian EmpireOttoman Empire

ni OtherMap Source: Environmental Systems Research Institute's ArcWorld and the Atlas of European History 1957


23


Czech Republic, 1996

Czech Republic 1996

A1:3000000

50 0 50 100 Kilometers

50 0 50 Miles


The Ohio State University Center for Mapping2 9

/V Country boundaryRivers

1-1 LakesCities

Major City® Capital


Hungary, 1996

Hungary 1996

50

1:3500000

0 50 100 Kilometers

50 0 50 Miles


The Ohio State University Center for Mapping 3 0

/V Country boundaryRivers

1-1 LakesCities



Poland, 1996

Baltic Sea

Poland 1996

® Warszawa(Warsaw)

CZECHREPUBLIC

UKRAINE

100

1:4500000

0 100 Kilometers

50 0 50 100 Miles

Map Source: Environmental Systems Research Institute's Arc World

The Ohio State University Center for Mapping 31

A/ Country boundaryRivers

El LakesCities

Major CityC) Capital


Latvia, 1996

Latvia 1996

1:3000000

50 0 50 100

0 5050

Map Source: Environmental Systenn Research Institute's Arc World


Kilometers

Miles

3 -)

A/ Country boundaryRivers

I-7 LakesCities


Stud

ent H

ando

ut

Rus

sia

1996

Bar

ents

Sea

Nor

thPa

cifi

cO

cean

A

MO

NG

OL

IA

1:40

0000

00

500

050

010

0015

00 K

ilom

eter

s

Map

Sou

rce:

Env

irol

umnt

al S

yste

ms

Res

earc

h In

stitu

te's

Arc

Wor

ldT

he O

hio

Stat

e U

nive

rsity

Cen

ter

for

Map

ping

250

025

050

075

010

00 M

iles

"./ C

ount

ry b

ound

ary

Riv

ers

Citi

esM

ajor

City

® C

apita

l

3334

4)

tnc-r)




0

fr" "141Q41111ft'l%

0040,

260

1:15000000


250 0 250 Miles


Map Source: Environmental System) Research Inatitutz's Arc World and the Atlas of History 1957


Student Handout Historical Connections / 1-15Central and Eastern Europe, 1945-1989



Student Handout

6740--

Europe 19454989

////

//-///

Historical Connections / 1-17Europe, 1945-1989

//)/// //>/.-;./ //

,// // .// -//./.// /-,

/2 /,-/// // / r//

500

1:25000000


500 0 500 Miles

Map Sour= Environmental Systensi Research Institutes ArcWorld

The Ohio State University Center fix Mapping

33


Ei Communistr7 NATO

Neutral


Europe, 1996

\

C:)

Th , t'*09 IA

500

1:25000000

0 500 1000 Kilometers A/ Country boundary® Capital1

500 0 500 Miles

Map Source: Environmental Systeme Research Institute's Arc World

The Ohio Stine University Con= for Mapping 4 0

Historical Connections / 2-1

FOUNDATIONS OF IDEOLOGY:LIBERALISM, COMMUNISM AND FASCISM

We hold these truths to be self-evident; that all men are created equal;that they are endowed by their Creator with certain unalienable Rights;

that among these are Life, Liberty, and the pursuit of HappinessThat to secure these rights, Governments are instituted among Men,

deriving their just powers from the consent of the governed....Thomas Jefferson, Declaration of Independence, July 4, 1776

Forward development, i.e. towards Communism, proceeds throughthe dictatorship of the proletariat, and cannot do otherwise....

Vladimir Ilyich Lenin, State and Revolution, 1917

Against individualism, the Fascist conception is for the State; and it isfor the individual in so far as he coincides with the State, which is the

conscience and universal will of man in his historical existence...Therefore, for the Fascist, everything is in the State....

Benito Mussolini, The Doctrine of Fascism, 1932

Whether we wish it or not we are involved in the world's problems,and all the winds of heaven blow through our land.

Walter Lippmann, 1913

Summary of the Lesson

Students will learn a four-part framework for understanding the functions of an ideology: howit explains, evaluates, orients and supplies a political program to peoples' basic need to makesense of the world around them. This is followed by the major tenets of specific ideologiesliberalism, communism, and fascism (including Nazism)with a focus upon their historicalinterrelationship. Such a foundation is critical to understanding the major events of thetwentieth century, and their influence upon the future. After engaging in critical thinking aboutthese concepts, through written and group activities, students will become players in a gameshow entitled "I.D. That Idea!" in which they will identify the ideology represented incontemporary and historical quotes taken from a variety of primary sources.

Objectives

Students will be expected to

understand the four foundations of political ideology: explanation, evaluation,orientation, and political program,

understand the foundations of liberalism, communism, and fascism,

analyze liberalism, communism, and fascism within this four-part ideological framework,

distinguish examples of liberalism, communism, and fascism among examples ofpolitical speeches and writings.

1) COMPARATIVE LESSONS FOR DEMOCRACYPublished by the Center for Civic Education in coopzarn with The Ohio State University

616STA1E

The Lesson PlanOpening the Lesson

Engage students in a simple brainstorming activityby writing the word "communism" on a piece ofnewsprint. Ask students, "What do you think ofwhen you see this word?" Quickly write down allresponses, without sorting through answers.

Do the same with "fascism" and "liberalism." Saveall three pieces of newsprint and revisit them at theend of the lesson. Explain that the purpose of thislesson is to gain a clear understanding of all three ofthese ideologies, and that students will have achance to demonstrate their understanding in a gameshow at the end of the lesson.

Developing the Lesson

Distribute the following student handouts to allstudents: What Is an Ideology?; AboutLiberalism; About Communism; and AboutFascism. As homework or seatwork, have allstudents read each handout and answer the questionsin Thinking about Key Concepts and Ideas. Ifpreferred, students could work in pairs or groups.

(Optional: To reinforce understanding of theseconcepts, divide the class into four (or eight) groupsand have each group prepare a short presentationexplaining one of the ideologies presented in thehandouts.)

Suggested answers are in italic; however, studentsshould be encouraged to effectively present theseconcepts in their own words. This chart will serve asthe basis for students' interpretations of quotations.

Ask students to compare and contrast the threeideologies. Which two most closely resemble oneanother? Point out that communism and fascismshare an emphasis on unlimited government,dictatorship, centralization of power, and disregardfor the individual liberties which conflict with theaims of the party or the state. Ask students toanalyze the three ideologies in light of thisgrouping. Do they agree with this classification?Disagree? Why? In what ways does liberalism differfrom these qualities of communism and fascism? Inwhat ways do communism and fascism differ?

Concluding the Lesson

Alternative 1: Play the game "I.D. That Idea!"using the attached handouts Rules and Directionsfor LD. That Idea! and Questions and Answers toI.D. That Idea!

Historical Connections / 2-2The Lesson Plan

Alternative #2: Distribute copies of the "ID ThatIdea" quotes to students (or display the quotes on atransparency). Depending on the level of difficultythe teacher wishes to introduce, use only the 100point quotes, or the 200 and 300 as well. Workingindividually or in small groups, have studentsindicate by number for each set of quotes (100 to300) which ideology the quote exemplifies (e.g. #1,100 points is an example of fascism).

Alternative #2 (cont.): Students could turn in theirindividual sheets for grading, grade one another'ssheets, or the teacher could conduct a classdiscussion of the students' responses. During thediscussion, ask students to give reasons for theiranswerwhy do they think a particular quotationrepresents one ideology than another?

Option: This game could be extended by havingstudents research and submit additional quotationsrepresentative of communism, fascism, andliberalism. Be sure that all quotes are properly citedand identified with specific reasons for why theyrepresent particular ideologies.

Extending the Lesson

Have students explain and evaluate specific currentevents through the perspectives of differentideologies, and then stage a debate. Topics could bechosen based upon newspaper articles or othermedia sources.

Assign each student or (pair of students) anideology, or allow students to choose their own.Have them write speeches reflecting the tenets oftheir assigned or chosen ideology. Certain studentscould be asked to deliver their speeches to the restof the class.

Art, architecture and music are important avenuesfor perpetuating ideologies. Students could reporton any combination of these, do an audio/visualpresentation, and/or create artwork, architecturalmodels and/or music to demonstrate their effect.

Students could study the "cult of personality"phenomenon and demonstrate their understandingthrough reports, plays, radio shows, or othercreative means.

Students could research and report upon alternativeviewpoints of these ideologies. What do critics ofcommunism, fascism and liberalism say about theseideologies? Have students analyze theseperspectives in light of the material in this lesson.


4 2

Guidelines for Student Responses

Thinking about Key Concepts and Ideas from"What Is an Ideology?"

1. Specific wording may vary, but answersshould include definitions of explaining,evaluating, orienting, and supplying a politicalprogram to adherents.

2. Since this is a preliminary brainstormquestion, students may respond in a number ofways. There are many correct responses to thisquestion. The most important thing is thatstudents consider the readings' 4-partdefinition of ideology. Obvious answersinclude liberalism, fascism, and communism,but other answers could include conservatism,feminism, environmentalism, ethnocentrism,etc.

3. There are no specific "right" answers to thisquestion. Answers should show criticalthinking about environmental factors such asfamily, school, politics, and media.

Thinking about Key Concepts and Ideas from"About Liberalism"

1. The connotation of "liberal" in contemporaryAmerican politics is usually a non-moderateDemocrat who favors more, not less,government spending and programs with theintention of lessening or removing disparitiesof income, opportunity, education, etc. Thetradition of liberalism as portrayed in thispiece, however, emphasizes "hands-off,""laissez-faire," government in whichindividuals are free to pursue theirgoalsvalues more often associated withcontemporary Republicans. (Note: For furtherdiscussion, consider the split of liberalism intotwo modern camps: welfare or welfare-stateliberals who believe that individual freedom isenhanced when government takes actiontoward eradicating poverty, ignorance andillness, and neoclassical liberals who believethat too much government infringes uponindividual freedom and are therefore closer totraditional liberalism. Despite these twoalternatives means to the end, both still view"liberty" as their goal.)

2. Both major American parties fall within thisdefinition of liberalism. Clues include thediscussion of capitalism, which both parties


generally favor (although to varying degrees),and those points expanded upon in thesuggested answers to question #1.

3. Liberalism is reflected in many ways.Examples might include but are not limited toa wide range of people, places and thingstheBill of Rights (legal protection of individualrights), John Stuart Mill (author of OnLiberty), the Statue of Liberty (representsopportunity for self-determination, individualfreedom), the ACLU (protection of individualrights), various militia groups (freedom of theindividual) and NAFTA (free trade).

Thinking about Key Concepts and Ideas from"About Communism"

1. Yes, sometimes. Some European countries,such as Sweden, support socialist values andbeliefs through a democratic system ofgovernment. (It should be noted, however:a) that it is a mixed economic system, i.e.socialism with a market economy, rather thana totally socialist system where the state hasthe power to control all aspects of political andsocial life, that is compatible with democracy,and b) that the degree to which a socialisticallyoriented system is democratic depends uponthe extent to which it embodies elements ofliberalism.)

2. In theory, Communists evaluate socialconditions through material means and classstruggles. A just society is one where thepublic owns and controls the means ofproduction and shares the wealth. An unjustsociety is one where the bourgeoisie exploitsthe proletariat. (In reality, however,Communists have often evaluated socialconditions based upon party adherence andperceived loyalty.)

3. Answers might include the hammer and sickle(industrial and agricultural work),larger-than-life leaders such as Lenin andStalin (totalitarianism, humbling of themasses, pressure to conform), large publicworks such as those shown in Doctor Zhivago(massive industrial output by workers ),slogans such as "Workers of the world, unite!"(overthrow of the bourgeoisie by theproletariat).


646STATE

Thinking about Key Concepts and Ideas from"About Fascism"

1. There are several ways to answer this question.Responses might include the following:

Liberalismindividual choices and actionsaffect conditions;

Communismconditions are produced byeconomic relationships and struggles betweenclasses;

Fascismgood or bad conditions are the resultof heroes or villains of the nation state, race,etc. and can be changed accordingly.

2. Answers may vary, but should show anunderstanding of fascist ideology. Responsesmight include the idea of people looking forsimple answers to complex social, economicand political problems. Hitler and Mussolini,for example, appealed to German and Italiananger about their respective countries' status


following WWI, invoking nationalistic prideand naming enemies of the nation, such asJews in Germany, Liberals and Communists inItaly, etc.

3. Fascists might respond to ideas of theEnlightenment in the following ways:

Humanismit is not human life itself that isvaluable, but the life of the nation as a whole;

Rationalismhuman beings must follow astrong leader who will guide them properlyand reveal solutions to their problems;

Secularismreligion can work for or againstthe state;

Progressivismhuman history is the story ofempires and the strong vs. the weak;

Universalismhuman beings are bound bynation, state or race; those on the "outside" areenemies.

4 4


bik"6STA1E

Historical Connections / 2-5What Is an Ideology?

Background Material

What Is an Ideology?

From "The Concept of Ideology" by Terence Ball and Richard Dagger, fromIdeals and Ideologies: A Reader, 2nd ed. (New York: HarperCollins Publishers Inc., 1995), p. 1.

Reprinted by permission of Addison-Wesley Educational Publishers, Inc., Glenview, Illinois.

The persistence of ideologies and ideologicalconflict throughout modern history should come as nosurprise, for ideologies are born of crisis and conflict.People need help to comprehend and cope withturbulent times and confusing circumstances, andideologies provide this help. An ideology does this byperforming four important and perhaps indispensablefunctions for those who subscribe to it.

First, it helps to explain political phenomena thatwould otherwise remain mysterious or puzzling. Whyare there wars or rumors of war? Why are thereconflicts between nations, between classes, andbetween races? What causes depressions? The answerthat one gives to these, and to many other questions,depends to some degree on the ideology to which onesubscribes. A Marxian socialist will answer one way, afascist another....

Second, an ideology provides its adherents[followers] with criteria and standards ofevaluationof deciding what is right and wrong goodand bad Are class differences and vast disparities ofwealth a good or a bad thing? Is interracial harmonypossible, and, if so, is it desirable? Is censorshippermissible, and, if so, under what conditions? Again,the answer one gives will depend on which ideologyone accepts.

Third, an ideology orients its adherents, givingthem a sense of who they are and where they

belonga social and cultural compass with which todefme and affirm their individual and collectiveidentity. A fascist, for example, will typically think ofhimself as a member of a superior nation or race. ACommunist will conceive of herself as a defender ofthe working class against capitalist oppression andexploitation....

Fourth andfinally, an ideology supplies itsadherents with a rudimentary political program. Thisprogram provides an answer to the question posed byLenin, among many others: What is to be done? And,no less important: Who is to do it?...

An ideology, in short, serves as a guide andcompass through the thicket of political life.

Thinking about Key Concepts and Ideas1. In your own words, summarize the four functions

of ideology.2. Based upon this defmition of ideology, name two

ideologies and briefly explain how you can tellthey are ideologies and not something else. Use thefour criteria to help with your answer.

3. In your opinion, how do people come to believe inone particular ideology or way of thinking? Underwhat circumstances might one change his or herbeliefs?

4 5

.1)

COMPARATIVE LESSONS FOR DEMOCRACYPublished by the Center for Civic Education in cooperation with The Ohio State University STATE

Historical Connections / 2-6About Liberalism

Student Handout

About Liberalism

From "Liberalism" by Terence Ball and Richard Dagger, fromIdeals and Ideologies: A Reader, 2nd ed. (New York: HarperCollins Publishers Inc., 1995), P. 68.

Reprinted by permission of Addison-Wesley Educational Publishers, Inc., Glenview, Illinois.

Like "liberty," the word "liberal" derives from theLatin liber, meaning free. Liberals usually seethemselves as champions of individual liberty whowork to create or preserve an open and tolerantsocietya society whose members are free to pursuetheir own ideas and interests with as little interferenceas possible.

HistoryAn ideology with a long history, liberalism began as

a reaction against two features of medieval society inEurope: religious conformity and ascribed status[...wherein a person's social standing was based noton achievement, but on the status of his or her parents.One was simply born a nobleman, a free commoner, aserf...]

...Against this society rooted in ascribed status andreligious conformity, liberalism emerged as the firstdistinctive political ideology. Yet this liberal reactiondid not take form until a series of social, economic,and cultural crises shook the medieval order to itsfoundations. Many of these changes were directlyrelated to the outburst of creativity in the fourteenthand fifteenth centuries known as the Renaissance.

But the most important change leading to the rise ofliberalism was probably the Protestant Reformation ofthe sixteenth century. When Martin Luther(1483-1546) and other "reformers" taught thatsalvation comes through faith alone, they encouragedpeople to value the individual conscience more thanthe preservation of unity and orthodoxy. Withoutintending to do so, then, they prepared the way forliberalism. The step from individual conscience toindividual liberty was still radical for the time, but itwas a step that liberals began to take in the seventeenthand eighteenth centuries....

Economic ImplicationsIn their efforts to remove obstacles to individual

liberty, many liberals began to argue that economicexchanges are a private matter between persons whoought to be free from government regulation. In Francea group of thinkers called the Physiocrats captured thisview in the phrase, "Laissez faire, laissez passer"letit be, leave it alone. This is the core of capitalism,which found its most influential defense in Adam

Smith's Wealth of Nations (1776). Smith argued thatan economic policy that would allow individuals tocompete freely in the marketplace would be not onlythe most efficient, but the fairest policy, since it giveseveryone an equal opportunity to compete.

Changes in LiberalismThroughout the eighteenth century, then, liberalism

was a revolutionary doctrine that reshaped thereligious, political, social, and economic relations ofpeople in Europe in North America. Although itcontinued to play this part in the nineteenth century,liberalism began to take new directions. Perhaps thebest way to describe these new directions is to say thatthe liberal attitude toward democracy and governmentshifted in the course of the 1800s. Whereas earlierliberals had spoken the language of equality, liberals inthe nineteenth century went further to call forexpansions of voting rights; and whereas earlierliberals regarded government as, in Thomas Paine'swords, a "necessary evil," some in the nineteenthcentury came to see it as a necessary ally in thestruggle to promote individual liberty. In both cases,John Stuart Mill (1806-1873) played a vital part.

J.S. Mill: On LibertyAn early supporter of women's rights, Mill argued

that literate adults should have the right to vote...Nowthat government is responsible to the people, he said inOn Liberty (1859), the majority of voters couldconceivably use the government to deny liberty tothose who do not agree with them. More directly, the"moral coercion of public opinion" can and does stiflefreedom of thought and action by making a socialoutcast of anyone who does not conform to socialcustoms and beliefs. Mill's argument against this newtyranny [of the majority] rests on the claim that notonly individuals, but society as a whole will benefit ifpeople are encouraged to act and think freely, forprogress is possible only where there is opencompetition among different ideas, opinions, andbeliefsa marketplace of ideas.

Thinking about Key Concepts and IdeasI. The term "liberal" is used frequently in

contemporary American politics. What connotation

I) COMPARATIVE LESSONS FOR DEMOCRACYPublished by the Center for Civic Education in cooperation vIth_The Ohio State University

q 6

THE

SATE

Historical Connections / 2-7About Liberalism

does that word have when used by the media, 3. Ideologies have symbolic institutions (such aspoliticians, etc.? Compare and contrast that famous words, landmarks, and documents) through

connotation with this piece's description of which values and beliefs are reflected. List at least

liberalism, three such institutions for liberalism and briefly

2. What major American party or parties are explain what they represent.

represented by this description of liberalism? Whatclues lead you to this answer?

4 7

;I1) COMPARATIVE LESSONS FOR DEMOCRACYPublished by the Center for Civic Education in cooperation with The Ohio State University

bi'fidSATE

Historical Connections / 2-8About Communism

Student Handout4110

About CommunismFrom "Communism" by Terence Ball and Richard Dagger, from Ideals and Ideologies: A Reader, 2nd ed.

(New York: HarperCollins Publishers Inc., 1995), pp. 179-80, 192, 220.Reprinted by permission of Addison-Wesley Educational Publishers, Inc., Glenview, Illinois.

Similarities Between Socialism andCommunism

Although socialism and communism are by nomeans identical, they belong to a common family ofideologies and spring from a common impulse. Bothenvision a society in which everyone contributes time,labor, and talent to a common pool and receives inreturn enough goods to satisfy his or her needs. Bothcondemn the exploitation