This book is a response to the introduction of Civic Education to Schools in Nigeria and the need for a comprehensive text on the subject. Themes in Civic Education(Book one) is a well-researched text that is in accordance with the Nigerian government approved syllabus for Senior Secondary Schools. Nonetheless, it is robustly written to give the reader an all-encompassing understanding of the topics treated. The approach adopted will also be appealing even to students in tertiary institutions across Nigeria.It is basically a study text. Each chapter begins with a list of topics and sub-topics to be expected in the body of the work. There is also a study outcome session that is meant help the student to fix in mind the objective of each chapter. The realization that no subject can be adequately understood unless a person understands the vocabulary used has led to the inclusion of ''terms to know'' session at the beginning of each session. The essence is to help the reader to be thoroughly familiar with the vocabulary of each chapter. It would do a lot of good for the student to note such words. Another advantage of the terms to know session, is that it helps to improve the student's general vocabulary.Another feature of this text is that each chapter ends with a summary and review questions that are meant to test the student understanding of each chapter. It is my hope that all students and Teachers of Secondary Schools across Nigeria will find this text a very useful study and resource material. Students in tertiary institutions who take elective courses that deals with the themes covered in this book, will also find it very enlighteningFind below the topics covered in this volume: CHAPTER ONEINTRODUCTION TO CIVIC EDUCATION Meaning and Need for Civic Education Objectives/reasons for Civic Education in schools Importance of Civic EducationCHAPTER TWOVALUES AND COMMUNITY SERVICE Definition of Values and Sources Types of values/Basic Human values: justice, selflessness, Honesty, Integrity, faithfulness, self-control Acceptable societal values/Expectation Differences in individual values and the importance of values Opportunity to defend oneself. Community services and their values. Practical involvement in community servicesCHAPTER THREEHIV/ AIDS Meaning of HIV/ AIDS and its Differences. Cause, drivers, and modes of transmission of HIV/AIDS. Signs, symptoms, and effects of HIV/AIDS. Preventive measures of HIV/AIDS. Stigmatization of PLWHA (people living with HIV/AIDS).CHAPTER FOURYOUTH EMPOWERMENT Youth Empowerment-Definition Youth empowerment skills: Self-Knowledge skills Work Skills Managing Money skills Problem-solving skills Communication skills Living skills Relationship skills Leadership skills Artistic skills Manipulative skills Importance and Benefit of Youth Empowerment SkillsCHAPTER FIVECITIZENSHIP EDUCATIONDefinition of citizenship. Citizenship: as a legal status, as a political status, as a distinct source of identity. Acquisition of citizenship. Dual Citizenship and Forfeiture. Deprivation of Citizenship by Naturalization Only. Deprivation of Citizenship by Registration and Naturalization. Renunciation of Nigerian Citizenship. Citizenship Education. Goals of Citizenship Education. Various Laws and Rights of Individuals.CHAPTER SIXGOVERNMENT AND NATIONALISTIC ROLES Meaning of government. Functions of government. Systems of government. Nationalistic roles of certain individuals.CHAPTER SEVENDEMOCRACY AND RULE OF LAW Definition of democracy and types of democracy: Representative Democracy Constitutional Democracy Liberal Democracy Direct Democracy Inclusive Democracy Participatory

WINNER 2021 Society of Professors of Education Outstanding Book Award The essays collected in this book, by James A. Banks, a foundational figure in the field of multicultural education, illuminate the interconnection between the author’s work on knowledge construction and civic education. In pieces both poignant and personal, Banks shares some of his most groundbreaking and innovative work. Diversity, Transformative Knowledge, and Civic Education aims to unpack the "citizenship-education dilemma," whereby education programs strive to teach students democratic ideals and values within social, economic, political, and educational contexts that contradict justice, equality, and human rights. For change to take place, students need to internalize democratic values, by directly experiencing them in transformative classrooms and schools that are envisioned and described in this book. Drawn from Banks’ formidable canon, this collection highlights the conceptual, curricular, and pedagogical issues related to this dilemma, and signals a fundamental shift toward transformative citizenship education. Students, scholars and educators in the fields of multicultural education, civic education, social studies education, comparative education, and the foundations of education will find this book to be a valuable resource for discussion and discovery.

Making Citizens illustrates how social studies can recapture its civic purpose through an approach that incorporates meaningful civic learning into middle and high school classrooms.

How can schools and the school curriculum contribute to building democratic citizens? This is a major question posed by governments, educational systems, schools, teachers and researchers around the world. One important way is to identify the competences needed for preparing democratic citizens and incorporate these within both the formal and informal school curriculum. Another question must then be posed- what competences do young citizens need to be considered as active and engaged in modern democracies?In 2011 an invited research symposium of leading civic and political educators, and social scientists from across Europe met in Hannover, Germany to consider this key concern facing Europe today. In examining the above questions the symposium addressed two significant issues:1. Identify key competencies required for active citizenship of young people in Europe of the future.2. Translate those competencies to school-based activities in the form of curricular and pedagogical strategies.The publication Civic Education and Competences for Engaging Citizens in Democraciesaddressed the first issue and this volume addresses the second issue. Through discussion in the invited symposium, previously prepared papers, and participation in a modified Delphi Technique the participants have prepared chapters for this book. The chapters of this book represent the contribution of the participants before, during and after the symposium with opportunities for review and reflection about competences for democratic citizenship and the role of schools and the curriculum.Murray Print and Dirk Lange are professors from the University of Sydney and Leibniz University of Hannover respectively and are national leaders in civics and citizenship education in their respective countries. They have brought together a group of leading European civic and citizenship educators from different academic fields to explore the key issue and to identify the competences for young people to become active and engaged European citizens.

Citizenship under Fire examines the relationship among civic education, the culture of war, and the quest for peace. Drawing on examples from Israel and the United States, Sigal Ben-Porath seeks to understand how ideas about citizenship change when a country is at war, and what educators can do to prevent some of the most harmful of these changes. Perhaps the most worrisome one, Ben-Porath contends, is a growing emphasis in schools and elsewhere on social conformity, on tendentious teaching of history, and on drawing stark distinctions between them and us. As she writes, "The varying characteristics of citizenship in times of war and peace add up to a distinction between belligerent citizenship, which is typical of democracies in wartime, and the liberal democratic citizenship that is characteristic of more peaceful democracies." Ben-Porath examines how various theories of education--principally peace education, feminist education, and multicultural education--speak to the distinctive challenges of wartime. She argues that none of these theories are satisfactory on their own theoretical terms or would translate easily into practice. In the final chapter, she lays out her own alternative theory--"expansive education"--which she believes holds out more promise of widening the circles of participation in schools, extending the scope of permissible debate, and diversifying the questions asked about the opinions voiced.

This practical resource shows teachers how to enact robust forms of civic education in today’s schools. Both instructive and thought-provoking, it will inspire teachers to craft curricula addressing a wide range of genuine civic problems such as those related to racial discrimination, environmental damage, and community health. Dividing civic literacy projects into three key phases—problem identification, problem exploration, and action—the author provides concrete examples from upper-elementary, middle, and high school classrooms to illustrate and analyze how each phase can unfold. The projects ultimately provide opportunities for youth to participate in civic life while they develop essential literacy skills associated with reading, writing, and speaking. The final chapter outlines a curriculum design process that will result in coherent and meaningful civic literacy projects driven by clear goals. It includes practical tools, such as a sample unit timeline, an assessment chart, and student worksheets that can be modified for immediate use. “Shira’s work offers us a reflection of democratic practice in the classroom through the teaching of critical reading, persuasive writing, and deliberation. In Teaching Civic Literacy Projects,Shira invites us all to contemplate the depth of the democratic project and the possibility that schools can help uphold our democratic ideals.” —From the Foreword by Celia Oyler, professor, Teachers College, Columbia University. “This book is a gem! Shira Epstein has provided invaluable assistance for teachers interested in engaging their students in the political and civic spheres in ways that build crucial literacy skills. The combination of a powerful framework and rich and detailed case studies provides readers with a clear vision and helpful, specific guidance for creating robust civic learning experiences for young people.” —Diana Hess, senior vice-president, Spencer Foundation and professor, University of Wisconsin–Madison “Excellent civic education means encouraging young people to identify and define problems and take action. That is challenging in our era of political polarization and narrow definitions of education. Shira Eve Epstein provides the best practical guide for teachers who want their students to confront social problems.” —Peter Levine, Lincoln Filene Professor of Citizenship & Public Affairs, Tufts University

In his debut picture book, Motum brings the story of NASA's beloved Mars rover Curiosity to life in vivid color. Full of eye-catching retro illustrations, this book is sure to fascinate budding space explorers and set inquisitive minds soaring. Full color.