Ultimately, I can't help feeling that simply instructing citizens on what their civil liberties are is just not enough. A friend of my daughter's who attends a very conservative university said to me, "The founding fathers never anticipated terrorist attacks." Quite simply, she meant to tell me that the Constitution of the United States and the Bill of Rights were no longer relevant since 9/11. Some time later, (long after she had begun to regret telling me that) I finished explaining to her the political atmosphere that gave rise to the Declaration of Independence, the Constitution and the Bill of Rights. I shared with her that the political and social atmosphere at that time was not terribly different from our own. That people were afraid, and ready to have peace at all costs -- until they found out what that cost really was. Then they were ready to vigorously defend the rights they felt all men entitled to. My point is, that while it is critical for all citizens to understand their rights, it is equally and concurrently critical that they understand why those laws exist and what happens when they don't. Like most important issues it crosses and melts disciplinary lines. History, literature, anthropology, political science, psychology, etc. all have a place in teaching civics. And the WHY is much more important in this teacher's mind than the WHAT. ======== North American Human Rights Education listserv ======== Send mail intended for the list to <hr-education-na@hrea.org>. Archives of the list can be found at: http://www.hrea.org/lists/hr-education-na/markup/maillist.php If you have problems (un)subscribing, contact <owner-hr-education-na@hrea.org>. **You are welcome to reprint, copy, archive, quote or re-post this item, but please retain the original and listserv source.
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