New Jersey Council for the Social Studies
Engaging High School Students in Global Civic Education Lessons in U.S. History
The relationship between the individual and the state is present in every country, society, and civilization. Relevant questions about individual liberty, civic engagement, government authority, equality and justice, and protection are important for every demographic group in the population. In your teaching of World History, consider the examples and questions provided below that should be familiar to students in the history of the United States with application to the experiences of others around the world.
These civic activities are designed to present civics in a global context as civic education happens in every country. The design is flexible regarding using one of the activities, allowing students to explore multiple activities in groups, and as a lesson for a substitute teacher. The lessons are free, although a donation to the New Jersey Council for the Social Studies is greatly appreciated. www.njcss.org
Era 2 Revolution
Concept of Self-Government
In the late 17thcentury the colony of New Jersey was divided between East Jersey with a capital city in Perth Amboy and West Jersey with a capital city in Burlington. The situation was chaotic with arguments over property investments and the selection of governors. In 1702, a decision was made for New Jersey to become a royal colony with the appointment of Edward Hyde, Lord Cornbury.
The 18th century was a unique time in world history as this was a time when the concept of government changed in Europe from the authority of the divine right of kings to the authority of the social contract and sovereignty of the people. This period is unique in western civilizations because of its focus on natural rights, limited government, and enlightened ideas.
Activity #1: What is the pursuit of happiness? – United States (1776) and Tanzania (1967)
The Ujamaa concept was the centerpiece in Tanzania’s Declaration of Independence (1967) and the concept of natural or inalienable rights is the centerpiece of America’s Declaration of Independence (1776). This is an opportunity to analyze how the pursuit of happiness was defined in the 18th century and in the 20th century. To what extent has time and history changed our understanding of equal opportunity, empowerment, property, and the means to establish social justice and independence?
Questions and Activity:
- Compare how America and Tanzania defined equality, property, and opportunity for their people in different centuries.
- Are there unique advantages or disadvantages in each document?
Activity #2: The Development of Democracy – United States (1785)and Canada (1867)
The Land Ordinance of 1785 is considered a hallmark for considering future states as equals to the original 13 states which declared independence from Great Britain. Equality is a fundamental principle in democracy. Under the Land Ordinances of 1784, 1785, and 1787, slavery was abolished, religious and civil liberties, and an education about democratic values provided opportunities for all citizens.
Although Canada was settled around the same time as the thirteen American colonies, the colonies in Canada were divided culturally and politically. Lower Canada was settled by France and the majority of the people professed the Roman Catholic religion and Upper Canada was influenced by England and the Protestant religion. In the Unification of Upper and Lower Canada in 1867, there was a debate about future territories and democracy.
Questions and Activity:
- Compare and contrast the fundamental ideals of democratic government in the United States and Canada regarding the structure of government, role of education, concept of equality and opportunities for all citizens, end the separation of powers in both governments.
- Does one country emphasize direct democracy over indirect democracy or do both countries have similar governments?
Land Ordinance of 1785 – Ohio History Central
The History of Upper and Lower Canada
The Road to Democracy in Canada
Activity #3: Gradual Abolition of Slavery – New Jersey (1804)and Jamaica (1833)]
What was the force behind the emancipation of enslaved persons in the 19th century? Was the movement to end slavery motivated by the abolitionist movement, economics, legislation, resistance, or something else? Liberty is considered a natural or inalienable right and for millions in North America, this basic right was denied. The Atlantic slave trade ended in 1807 but slavery continued and the population of enslaved persons continued.
Questions:
- What is the role of civic responsibility and empowerment in the movement to abolish slavery in the British colonies in the Caribbean and in the United States of America?
- One defense of slavery in opposition to those who would abolish it was the claim that slaves were private property essential to a slaveowner’s way of life and livelihood. Therefore, to abolish the institution of slavery was to force an owner of slaves into a life of having to work for wages or hire people and pay them wages. Thus, the slaveowner would be enslaved by a law abolishing slavery. Does this claim of individual freedom through the ownership of property have any constitutional support?
Use the links below for evidence to support your thesis or claim.
Jamaica The Act for the Gradual Abolition of Slavery in NJ (Feb. 15, 1804)
Jamaica and the Atlantic World Legislating Slavery in New Jersey
Emancipation in Jamaica Resources for the Abolition of Slavery in New Jersey
Activity #4: Equality for Enslaved Persons – United States (1865)and Brazil (1883)
The history of the United States was determined by compromises regarding the legislature, property, and the importation of slaves. A controversial compromise was over the counting of enslaved persons in the 13 independent states for purposes of representation and taxation. An agreement was reached to count enslaved persons for the purpose of taxation and representation as only three-fifths of the population. This method of determining representation in the House of Representatives continued until the Thirteenth Amendment abolished slavery.
Article I, Section 2 of the U.S. Constitution states: “Representatives and direct Taxes shall be apportioned among the several States which may be included within this Union, according to their respective Numbers, which shall be determined by adding to the whole Number of free Persons, including those bound to Service for a Term of Years, and excluding Indians not taxed, three fifths of all other Persons.” The “other Persons” were slaves. The Southern states wanted to count the entire slave population, which would increase their number of members of Congress. The Northern delegates and others opposed to slavery wanted to count only free persons, including free blacks in the North and South.
The Continental Congress debated the ratio of slaves to free persons at great length. Northerners favored a 4-to-3 ratio, while southerners favored a 2-to-1 or 4-to-1 ratio. Finally, James Madison suggested a compromise: a 5-to-3 ratio.
Slavery was essential to the Brazilian economy. 40 percent of the 10 million enslaved African brought to the New World ended up in Brazil. The institution of slavery in Brazil was supported by a majority of white citizens and the Roman Catholic Church. Gradual abolition began in 1871 for children born to enslaved women. Unfortunately, with no plan for assimilation into Brazilian slavery continued into the 20th century with informal agreements for food and housing.
Questions:
- Should the decisions about equality and freedom be determined by governments or by the vote of the citizens?
- How should decisions be made about the protection of property when property conflicts with human life and personal liberty?
- If automobiles are harmful to the environment should government have the authority to ban them without compensation?
Thirteenth Amendment to the Constitution of the United States, 1865
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