D2.Civ.7.6-8: Applying Civic Virtues and Democratic Principles at School and in the Community

Overview

Lesson Procedure

55-75 minutes of class time across 5 phases.

1. Warm-Up5-10 minutes
2. Direct Instruction15-20 minutes
3. Guided Practice15-20 minutes
4. Independent Practice15 minutes
5. Closure5-10 minutes

1. Warm-Up5-10 minutes

   Start with a decision every class has faced.

   Warm-Up Prompt

   "Your class gets to choose the movie for a reward afternoon. One student shouts out a title, a few friends cheer, and the teacher says, 'Sounds like that's decided.' Was that a fair way to decide? Who might feel left out? What would a fairer way look like?"

   List the students' ideas in two columns without labels yet: ideas about how people should act (listen, don't mock anyone, tell the truth) and ideas about how the decision should be made (everyone votes, the votes count the same, the class follows its own rules). Then name the columns. The first column is civic virtues: habits of good character that help people live and decide things together. The second column is democratic principles: basic rules of fair self-government, such as majority rule, equality and the rule of law. D2.Civ.7.6-8 asks students to apply both, which means using them in real situations, at school and in the community (the town or neighborhood around the school, and its groups such as libraries, leagues and associations).

2. Direct Instruction15-20 minutes

   Part 1: The two toolkits. Go through the table. Point out that a virtue is about a person's behavior and a principle is about the rules and process of the whole group. Both are needed: a group can have perfect rules and still fail if members lie or mock each other, and polite members can still make an unfair decision if a few people decide for everyone.

   Two kinds of tools for working in a group (the lists are this lesson's working definitions)

   Term	What it means	What it looks like in a group
   Civic virtue: honesty	Telling the truth, including facts that do not help your side	Admitting a mistake in your own report
   Civic virtue: respect	Treating every member as worth hearing, even in disagreement	Disagreeing without insults
   Civic virtue: responsibility	Doing your share and keeping your promises to the group	Showing up for the job you signed up for
   Civic virtue: cooperation	Working with others toward a shared goal	Splitting a big job so everyone does a part
   Civic virtue: open-mindedness	Listening to views different from your own before deciding	Changing your mind when someone gives a good reason
   Democratic principle: majority rule with minority rights	The larger number decides, but the smaller number keeps the right to speak and to be treated fairly	Voting after everyone who wants to speak has been heard
   Democratic principle: equality	Every member counts the same	One member, one vote
   Democratic principle: rule of law	The group follows its own rules, and the rules apply to everyone, leaders included	Following the written rules even when a leader would rather not
   Democratic principle: freedom of expression	Members may say what they think, including unpopular views	Recording a minority view in the minutes

   Part 2: A rulebook for meetings. In 1876, an army engineer named Henry M. Robert published a short book of rules for running meetings. He had been asked to lead a church meeting and found he did not know how. He revised it in 1915, and later editions of the book are still used by many clubs, school groups and town boards today. Gloss before reading: "assembly" (a group meeting to make decisions), "incompatible" (unable to exist together), "debate" (discussion of a proposal before a vote), "personalities" (personal remarks about members), "rescind" (cancel), "arraign the motives" (accuse someone of having bad reasons) and "measure" (the proposal being discussed).

   1The object of Rules of Order is to assist an assembly to accomplish in the best possible manner the work for which it was designed. To do this it is necessary to restrain the individual somewhat, as the right of an individual, in any community, to do what he pleases, is incompatible with the interests of the whole. Where there is no law, but every man does what is right in his own eyes, there is the least of real liberty. Experience has shown the importance of definiteness in the law; and in this country, where customs are so slightly established and the published manuals of parliamentary practice so conflicting, no society should attempt to conduct business without having adopted some work upon the subject as the authority in all cases not covered by its own special rules.

   [...]

   2In debate a member must confine himself to the question before the assembly, and avoid personalities. He cannot reflect upon any act of the assembly, unless he intends to conclude his remarks with a motion to rescind such action, or else while debating such a motion. In referring to another member, he should, as much as possible, avoid using his name, rather referring to him as “the member who spoke last,” or in some other way describing him. The officers of the assembly should always be referred to by their official titles. It is not allowable to arraign the motives of a member, but the nature or consequences of a measure may be condemned in strong terms. It is not the man, but the measure, that is the subject of debate.

   • Applying a civic virtue at school (Source 1)

     At a school book club meeting, a member says, "Of course Marcus wants the mystery book. He never reads anything hard." How does Robert's rule in paragraph 2 apply, and how could the member say the same point respectfully?

     Result: The comment attacks Marcus and guesses at his reasons, which Robert forbids: "It is not allowable to arraign the motives of a member" (paragraph 2). Robert allows strong criticism of the proposal itself: "the nature or consequences of a measure may be condemned in strong terms." A respectful version: "I think the mystery book is too short to give us much to discuss over four meetings." The virtue applied is respect; the point is kept, and only the attack on the person is dropped. As Robert puts it, "It is not the man, but the measure, that is the subject of debate."

   • Applying a democratic principle at school (Source 1)

     What does Robert say every society should do before it conducts business (paragraph 1)? Apply it to a new school chess club.

     Result: Robert writes that "no society should attempt to conduct business without having adopted some work upon the subject as the authority in all cases not covered by its own special rules." For the chess club, that means voting at its first meeting on a short set of written rules (how officers are chosen, how a motion passes, who may vote) and naming a rulebook for anything the rules do not cover. Later, when two members disagree about a tournament, the club settles it by rules everyone agreed to in advance, not by whoever argues hardest that day. That is the rule of law in a school setting: the rules come first and bind everyone, officers included.

   Part 3: Majority rule and the minority. Read Source 2. Gloss: "motion" (a formal proposal), "quorum" (the smallest number of members who must be present to do business), "general consent" (agreeing without a vote when nobody objects), "by-laws" (a group's written rules), "compromise" (a settlement in which each side gives up something) and "nominations" (naming people for an election).

   1Majority Vote. Any legitimate motion not included among those mentioned below as requiring more than a majority vote, requires for its adoption only a majority; that is, more than half of the votes cast, ignoring blanks, at a legal meeting where a quorum is present, unless a larger vote for its adoption is required by the rules of the assembly.

   2General Consent or Unanimous Vote. By general, or unanimous, or silent, consent the assembly can do business with little regard for the rules of procedure, as they are made for the protection of the minority, and when there is no minority to protect, there is little use for the restraint of the rules, except such as protect the rights of absent members, or the right to a secret vote. [...]

   [...]

   3Two-thirds Vote. A two-thirds vote means two-thirds of the votes cast, ignoring blanks which should never be counted. This must not be confused with a vote of two-thirds of the members present, or two-thirds of the members, terms sometimes used in by-laws. To illustrate the difference: Suppose 14 members vote on a question in a meeting of a society where 20 are present out of a total membership of 70, a two-thirds vote would be 10; a two-thirds vote of the members present would be 14; and a vote of two-thirds of the members would be 47.

   4There has been established as a compromise between the rights of the individual and the rights of the assembly the principle that a two-thirds vote is required to adopt any motion that suspends or modifies a rule of order previously adopted; or prevents the introduction of a question for consideration; or closes, or limits, or extends the limits of debate; or limits the freedom of nomination or voting; or closes nominations or the polls; or deprives one of membership or office. [...]

   • Counting a two-thirds vote (Source 2)

     Robert's example in paragraph 3: a society has 70 members, 20 are present and 14 vote. Why are there three different answers for "two-thirds," and why do some decisions need two-thirds at all?

     Result: Two-thirds of the 14 votes cast is 9 1/3, so 10 votes are needed. Two-thirds of the 20 members present is 13 1/3, so 14 are needed. Two-thirds of all 70 members is 46 2/3, so 47 are needed. A group's rules must say which one they mean. Robert requires two-thirds, not just a majority (more than half), for motions that close or limit debate or limit voting, as "a compromise between the rights of the individual and the rights of the assembly" (paragraph 4). A bare majority cannot silence the minority; the rules, he says, "are made for the protection of the minority" (paragraph 2). Diagram 2 shows the three numbers.

3. Guided Practice15-20 minutes

   A school setting. Source 4 is an invented transcript (a word-for-word written record of what people said) of a middle school robotics club meeting. Read it aloud with students taking the parts. A "grant" is money given for a purpose, and an "amendment" is a change to a motion. As they read, students mark each place where a member or the chair applies a civic virtue or a democratic principle with a check mark, and each place where someone fails to with an X.

   1Maya (club president, chairing the meeting): "The meeting will come to order. Thirteen of our 16 members are here. Our only business is last week's motion: to spend the club's $450 grant from the parents' association on a new parts kit, which costs $380. Our club rules say a motion passes with a majority of the votes cast. Who would like to speak?"

   2Jordan: "I support the motion. Our old kit is missing gears, and our robot broke down twice last month because the parts are worn out."

   3Priya: "I'm against it. I think we should use the grant to enter the regional competition in March. We learn the most by watching how other teams solve problems."

   4Sam: "Priya only wants the trip so she can miss a day of school."

   5Maya: "Sam, please talk about the plan, not about why a member supports it. Priya, go ahead."

   6Priya: "I asked Mr. Okafor, our adviser, to check my numbers. The bus and the entry fee come to $310. Also, the competition is on a Saturday, so nobody misses school."

   7Maya: "Is there anyone who hasn't spoken yet?" Leo: "I'm new, so I wasn't sure I should talk. The parts kit helps every member, even people who can't go on a trip."

   8Jordan: "We've talked enough. I move that we stop discussion and vote." Maya: "Under our rules, stopping discussion takes a two-thirds vote. All in favor of stopping discussion?" Seven members vote yes and 6 vote no. Maya: "That is not two-thirds, so discussion continues."

   9Ana: "What if we don't buy the whole kit? The gears and motors alone cost $140. That plus the trip is exactly $450. I move to amend the motion to buy the gears and motors and pay for the trip."

   10After more discussion, the amendment passes, 10 to 3, and the amended motion passes, 11 to 2. Jordan: "I wanted the whole kit, but everyone got heard and the vote was fair. I'll help plan the trip."

   • Finding a compromise (Source 4)

     How does Ana's amendment in paragraph 9 apply both civic virtues and democratic principles?

     Result: Ana has listened to both sides, which is open-mindedness: Jordan needs parts and Priya wants the competition. Her numbers work: $140 for gears and motors plus $310 for the trip is $450, the whole grant. She uses the club's own procedure, a motion to amend, instead of arguing over the chair, which follows the rule of law. The full kit ($380) and the trip ($310) together would cost $690, more than the grant, so the club could not simply do both. A compromise that most members accept, reached by the rules, is how majority rule can still respect the minority.

   Pair task: Make a T-chart for Source 4 with the headings "Applied" and "Not applied." Put at least four paragraph numbers in each column you can defend. Then answer: Which one moment would have made the meeting unfair if the chair had handled it differently?

   Teacher model for the pair work: Start the "Applied" column with Maya's opening (paragraph 1): she tells members the rule for passing a motion before anyone speaks, so the process is known in advance. Start "Not applied" with any moment students find where a member speaks about another member instead of the plan. Let pairs find the rest; the quiz asks about several of them.

   A community setting. Arthur W. Dunn wrote civics textbooks for students around the time of World War I and worked for the U.S. Bureau of Education. Read Source 3 together. Gloss: "dependent upon one another" (needing each other), "disperse" (break up and scatter), "threshing" (separating grain from the stalks), "philanthropic" (helping others, charitable) and "competent leadership is forthcoming" (capable leaders step forward).

   1When people have common purposes and are dependent upon one another in accomplishing them, there must be COOPERATION, which is another name for "teamwork." A team of horses that does not pull together can not haul a heavy load. A baseball team, though composed of good players, will seldom win games unless its teamwork is good. A few soldiers may easily disperse a large mob because they have teamwork, while a mob usually does not. This principle of "pulling together," "teamwork," or "cooperation," is of the greatest importance in community life. There can be no real community life without it.

   2In the early days there were "barn raisings," when neighbors came together to help one of their number to "raise" his barn; and all the men of a pioneer community contributed their labor in building the community church or schoolhouse. This was a simple form of cooperation. It may be seen now at threshing time, when neighboring farmers combine to thresh the grain of each, the same group of men and the same threshing machine doing the work for all.

   [...]

   3In cities there are almost innumerable organizations by which groups of people cooperate for one purpose or another. Men in the same line of business or in the same profession organize to promote their common interests. There are boards of trade, chambers of commerce, merchants' and manufacturers' associations. Lawyers have their bar associations, physicians their medical associations. There are associations of teachers, and work men in the various trades have their unions. Besides such business and professional organizations, there are clubs and associations of all sorts for men, for women, and even for children, some of them educational, some social or recreational, some philanthropic, some religious. Where there are so many people interested in the same thing, where it is easy for them to meet together, and where competent leadership is forthcoming, it is quite the usual thing to organize for united action.

   • Applying a civic virtue in a community setting (Source 3)

     Dunn describes barn raisings and neighbors sharing one threshing machine (paragraph 2). What would the same virtue look like in a neighborhood or town today?

     Result: The virtue is cooperation: neighbors "came together to help one of their number," and at threshing time "the same group of men and the same threshing machine" did "the work for all" (paragraph 2). Each family gives some time and gets help in return. Today the same habit shows up when neighbors share a lawn mower on a schedule, when families take turns driving a carpool to a sports league, or when a library's volunteers split up the jobs for a book sale. Dunn's point in paragraph 1 is that a community needs this habit, not just good individuals.

4. Independent Practice15 minutes

   Students read Source 5, the invented minutes (the official written record of a meeting) of a neighborhood association, and then answer the quiz, which uses Sources 1-5. As they read, they highlight civic virtues in one color and democratic principles in another. Gloss: "household" (the people who live in one home), "proposal" (a plan put forward for a vote) and "adjourned" (ended the meeting).

   1The Maple Hollow Neighborhood Association met on a Tuesday evening in the community room of the public library. Notice of the meeting was posted on the association's website and on the mailbox board nine days before the meeting. The association's bylaws (its written rules) require at least seven days' notice before any vote. Twenty-two households were represented. Under the bylaws, each household has one vote, whether it owns or rents its home.

   2Creek trail cleanup. Ms. Yamamoto proposed holding the cleanup on a Saturday morning in May, from 9 a.m. to noon.

   3Mr. Delgado said he works at the bakery every Saturday and that several neighbors who work weekend shifts would also like to help. He asked whether a second shift could be added. Ms. Yamamoto agreed to change her proposal to a Saturday morning shift and a Sunday afternoon shift. The changed proposal passed, 19 to 3.

   4Mr. Hale said he opposes holding any cleanup until the broken storm drain that washes trash into the creek is repaired. Several members disagreed with him. The chair said his view would be recorded in the minutes, and it is.

   5Treasurer's report. Ms. Okonkwo reported that the cleanup fund has $85. Work gloves cost $3 a pair, and the plan calls for 30 pairs, so the fund is $5 short. She said she wanted members to know before the vote, not after. Mr. Patel offered to bring 5 pairs of his own gloves, so only 25 pairs need to be bought.

   6Sign-ups. Twenty-four volunteers signed up: 16 for Saturday and 8 for Sunday. They will work in teams of 4, and each team will clean one section of the trail.

   7A member proposed posting, on the mailbox board, the names of households that do not help. Other members said this would embarrass neighbors who cannot help for good reasons, such as illness or work. The proposal failed, 2 to 18.

   8The meeting adjourned at 8:15 p.m. Minutes taken by the association secretary.

5. Closure5-10 minutes

   Exit ticket: On an index card, write one civic virtue and one democratic principle. For each, write one sentence describing how you could apply it this week, one at school and one in your community (a team, a library, a place of worship, a neighborhood or a family gathering).

   Teacher note on the sources: Sources 1-3 are quoted exactly as printed. Robert (1915) and Dunn (1920) write "he," "man" and "men" for any person, as was usual at the time; point this out and ask students how they would word the rule today. Dunn's examples (soldiers, threshing crews, business associations) come from the years just after World War I; ask students for present-day examples. Robert's rules were written for adult societies; many school clubs use a short version, and the meeting in Source 4 uses the two rules from Sources 1 and 2. Sources 4, 5 and 6 are invented scenarios written for this page; the people and places are not real. The two lists of virtues and principles are working definitions for this lesson, not an official list. Students practice in class and on paper only: the homework asks for a plan, not for contacting any group or official.

   Homework passage. Source 6 is a short invented scenario about a homeroom choosing a service project.

   1On Monday, Ms. Ruiz told Homeroom 7B that the class would choose one service project for the spring. She wrote three choices on the board: collecting books for the children's room at the county hospital, making cards for the residents of a senior center, or cleaning up the school courtyard. Three of the 28 students in the homeroom were absent that day.

   2Before the vote, Diego stood up and said, "Books is the only good choice. Anyone who picks cards is boring." A few students laughed. Ms. Ruiz asked the class to vote right away by raising hands. Books got 12 votes, cards got 9 and the courtyard got 4. Diego called out, "Books wins! The majority chose books."

   3After class, Nadia, who had voted for cards, told Ms. Ruiz that she had wanted to explain why the senior center would be a good choice, but there had been no time for discussion. She also said that two of the absent students had told her they wanted the courtyard cleanup.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   In Source 1, paragraph 1, Robert writes, "Where there is no law, but every man does what is right in his own eyes, there is the least of real liberty." What does he mean?

   ARules for meetings take away members' freedom, so a group should adopt as few of them as it possibly can BWithout shared rules, the loudest or strongest get their way, so people are less free COnly the person chairing a meeting can decide what is right for the whole group DMembers should follow their own sense of what is right instead of a group's written rules

2. Question 2 of 20 · Multiple Choice

   Robert says a member "must confine himself to the question before the assembly" (Source 1, paragraph 2). At a school club meeting about choosing a fundraiser, which comment breaks this rule?

   A"Could we hold the fundraiser in May instead of in April?" B"A car wash would probably raise more money for us than a bake sale would." C"The bake sale would need fewer volunteers than the car wash would need." D"Also, our club T-shirts look terrible and should be redesigned."

3. Question 3 of 20 · Multiple Choice

   Under the rule in Source 1, paragraph 2, which comment at a school club meeting is in order?

   A"Jordan only supports this plan because all of his friends support it." B"Anyone who votes yes on this is clearly not thinking about it carefully." C"The plan that the member who spoke last described would cost too much." D"The new members always make the worst suggestions at our meetings."

4. Question 4 of 20 · Multiple Choice

   A club has 30 members. At a meeting, 24 are present and 21 vote on a motion to end discussion. Using Robert's meaning of a two-thirds vote in Source 2, paragraph 3, how many yes votes does the motion need?

   A11 B14 C16 D20

5. Question 5 of 20 · Multiple Choice

   According to Source 2, paragraph 2, when can a group act by "general consent," without following its usual voting steps?

   AWhen no one objects, so there is no minority to protect BWhenever the chair thinks the issue is too small for a vote CWhen fewer than half of the members are at the meeting DOnly after a two-thirds vote has already been taken

6. Question 6 of 20 · Multiple Choice

   In Source 3, paragraph 1, why does Dunn mention that "A few soldiers may easily disperse a large mob"?

   ATo show that soldiers should run community meetings BTo show that teamwork can matter more than numbers CTo warn students not to join large crowds DTo show that a community needs an army before it can cooperate

7. Question 7 of 20 · Multiple Choice

   According to Source 3, paragraph 3, what makes it "quite the usual thing to organize for united action" in cities?

   ACity governments require every resident to join at least one club or association BOnly business owners and professionals are allowed to organize CPeople in cities do not need to depend on one another for anything DMany people share an interest, can meet easily and have able leaders

8. Question 8 of 20 · Multiple Choice

   In Source 4, paragraph 4, Sam says, "Priya only wants the trip so she can miss a day of school." Which rule from Source 1 does Sam break?

   AA member must always refer to the club's officers by their official titles BA member cannot reflect upon an earlier act of the assembly CA member must sit down when called to order DIt is not allowable to arraign the motives of a member

9. Question 9 of 20 · Multiple Choice

   In Source 4, paragraph 7, Maya asks, "Is there anyone who hasn't spoken yet?" Which democratic principle does her question apply?

   AMajority rule: the larger side decides at once BRule of law: the club must follow every one of the school's rules CEquality: every member's voice counts, not only the loudest DFreedom of the press: members may publish the minutes of the meeting

10. Question 10 of 20 · Multiple Choice

    In Source 4, paragraph 8, the vote to stop discussion is 7 yes and 6 no. Why does discussion continue?

    AA vote of 7 to 6 counts as a tie, and a tie means the motion fails BSeven is not two-thirds of the 13 votes cast; at least 9 were needed CThe club has 16 members, and only 13 were present DThe chair must always vote last, and Maya voted against stopping discussion

11. Question 11 of 20 · Multiple Choice

    Priya says, "I asked Mr. Okafor, our adviser, to check my numbers" (Source 4, paragraph 6). Which civic virtue does this show most clearly?

    ACooperation, because she agrees with Jordan's plan for the parts kit BRespect, because she lets Sam speak first CHonesty, because she makes sure the facts she gives are accurate DPatience, because she waits until the very end of the meeting to speak

12. Question 12 of 20 · Multiple Choice

    At the end of Source 4, Jordan says, "I wanted the whole kit, but everyone got heard and the vote was fair. I'll help plan the trip." What does his response show?

    AA member giving up on the club because he no longer cares what it decides BA chair using her power to overrule a vote that the members have taken CA member of the minority refusing to follow the majority's decision at all DA member of the losing side accepting a fair decision and cooperating

13. Question 13 of 20 · Multiple Choice

    In Source 5, paragraph 3, Mr. Delgado works on Saturdays, and the proposal is changed to add a Sunday shift. Which pair best describes what the association applied?

    AOpen-mindedness, and fair treatment of neighbors with weekend jobs BRule of law and thrift, because the vote followed the association's bylaws CFreedom of the press and loyalty to the chair of the association DMajority rule only, since the changed proposal passed 19 to 3

14. Question 14 of 20 · Multiple Choice

    Ms. Okonkwo reports that the cleanup fund has $85, that 30 pairs of gloves at $3 a pair are needed, and that she wanted members to know "before the vote, not after" (Source 5, paragraph 5). What does her report show?

    AThe fund has $5 more than it needs, which shows the virtue of thrift BThe fund is $15 short, which shows the virtue of responsibility CThe fund is $5 short, and telling members first shows honesty DThe fund has exactly enough for the gloves, which shows cooperation

15. Question 15 of 20 · Multiple Choice

    The Maple Hollow bylaws require seven days' notice before any vote, and the meeting was announced nine days ahead (Source 5, paragraph 1). Which democratic principle is the association following?

    AFreedom of expression BRule of law CMajority rule DSeparation of church and state

16. Question 16 of 20 · Multiple Choice

    In Source 5, paragraph 7, why did the members vote down the proposal to post the names of households that do not help?

    AThey thought it would embarrass neighbors who cannot help for good reasons BThe bylaws do not allow anything at all to be posted on the mailbox board CMr. Hale had already promised that he would clean the whole creek by himself DThe treasurer said there was no money left in the fund for printing the names

17. Question 17 of 20 · Short Answer

    Name one civic virtue or democratic principle that appears in BOTH the school meeting (Source 4) and the neighborhood meeting (Source 5). Give one piece of evidence from each, with paragraph numbers.

    Show model answer

18. Question 18 of 20 · Short Answer

    Rewrite Sam's comment in Source 4, paragraph 4 so that it follows Robert's rule in Source 1, paragraph 2 and still argues against the trip.

    Show model answer

19. Question 19 of 20 · Short Answer

    Source 5, paragraph 6 says 24 volunteers will work in teams of 4, with each team cleaning one section of the trail. How many teams will there be, and how does this plan show the kind of cooperation Dunn describes in Source 3?

    Show model answer

20. Question 20 of 20 · Short Answer

    Choose one democratic principle from this lesson. Describe a decision at your own school where it could be applied, and explain what applying it would look like.

    Show model answer

These standards connect to D2.Civ.7.6-8: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: National Council for the Social Studies (NCSS), The College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History (Silver Spring, MD: NCSS, 2013). NCSS was not involved in the production of this lesson and does not endorse it.