Overview

Emerging Servant Leaders (ESL) is the flagship youth program of The Grindstone Institute (colloquially called "Grindstone"), a leadership development organization I established in January 2019. Grindstone is a platform that leverages my two decades of professional experience in state and federal government, the U.S. Navy, and nonprofit leadership organizations to design curriculum and facilitate programs that cultivate future generations of leaders.

The Grindstone Institute is an homage to my hometown of Berea, a city in northeast Ohio that was known in the 19th century as the “Grindstone Capital of the World” (Ohio History Connection, n.d.). The organization is built on the premise that leaders are made, not born, and that a self-governing society has an obligation to develop them (The Grindstone Institute, 2019). As Berea grindstones were used to sharpen tools, Grindstone sharpens people by helping them hone the leadership skills our community, nation, and world need (The Grindstone Institute, 2019). Although the organization, currently structured as a limited liability company for profit, works with clients at all stages of their careers, it is my hope over time to transition Grindstone into a nonprofit entity and focus our programs on high school and college students and young professionals, the individuals who approach me most frequently for mentoring and guidance on their nascent careers.

I have chosen to dedicate this work to the development of a learning module that is central to Grindstone’s ESL Program – cultivating good citizenship. Other components, some of which have already been designed (Dovilla, 2019), are focused on developing self-awareness, strengthening leadership capacity, and improving communication abilities. In this era of high-stakes testing Koretz (2017), these so-called soft skills (Agarwal, 2018) receive less emphasis in the classroom but they remain important to employers and communities in need of thoughtful, collaborative leaders.

When I conceived ESL, it was envisioned as an in-person, extracurricular program for schools, social service agencies, churches, and other organizations that sought curriculum of this nature. One of the features that attracted me to the Learning Design and Leadership concentration of the Doctor of Education program at the University of Illinois was transforming such a classroom program with technology. The digital learning tools Kalantzis and Cope (2012) have outlined in their writings and in this course provide opportunities for e-learning to catalyze citizenship education. I am now developing ESL as a hybrid program that includes online and onsite elements, embracing the principles of transformative learning to shape future leaders.

Intended Learning Outcomes

Target Learners

The initial version of the Emerging Servant Leaders Program is designed for high school students, but over time it could be adapted for younger or older students use at the elementary and middle school grade levels and for undergraduates. ESL is being developed on the premise that the contemporary education system is not providing adequate emphasis on citizenship education. The scholarly literature provides ample evidence supporting the assertion that civics or government instruction receives scant attention compared to the ideal envisioned for public schools (Campbell & Niemi, 2016; Fleming, 2011; Gould, Jamieson, Levine, McConnell, & Smith, 2011; Hauver, 2017; Journell, 2014; Morgan, 2016; Shaub, 2012). The program does assume, however, that learners have gained some knowledge of the subject matter explored in the curriculum from family, school, and extracurricular organizations. ESL seeks to build on that foundation by offering participants the opportunity to become more well-rounded individuals who understand their responsibility to be informed, engaged, and responsible citizens.

Rationale for Learning Outcomes (Learner)

The ESL Program includes components designed to improve learners’ self-awareness, civility, citizenship, responsibility, gratitude, and attitude – all important traits in character and citizenship education (Dovilla, 2019). This learning module, which is focused on several basic elements of American citizenship, reflects the belief that freedom requires constant cultivation by free men and women. Its lessons, offered in the form of six updates and a peer reviewed project, challenge learners to process knowledge and produce content on the principles and pageantry of American government and culture.

Rationale for Learning Outcomes (Teacher)

As a result of federal and state testing standards and graduation requirements, the current emphasis of curriculum in schools is math, English, and other subjects on which student progress is measured on a regular basis. The ESL Program is being developed with the intention of offering it as a supplemental initiative to help fill gaps in curriculum related to character and citizenship education, subjects that may not receive adequate funding or classroom time (Dovilla, 2019). Districts, schools, educators, and parents may take advantage of this program, which is designed to come alongside existing curriculum, creating partnerships that will yield better prepared citizens for active engagement in society.

Anticipated Duration

In its current form, Emerging Servant Leaders includes six online modules (one of which is developed in this work – citizenship), each of which may be supplemented with a synchronous session (online or onsite). When complete, the program will also include a one-day capstone, an intergenerational service learning experience that brings together students and military veterans. ESL could be completed with weekly sessions during summer vacation or monthly sessions on weekends during an academic year.

Citizenship: Freedom & Sacrifice

For the Learner

The first half of this learning module is composed of three lessons that explore some of the primary principles inherent in the experiment in representative democracy we call the United States of America. As we study these values, it is important to remember that while some were conceived by men at a different point in history and others have developed over time, all are aspirational in nature. We live in an imperfect world with imperfect people. Recall the words of James Madison in Federalist No. 51, “If men were angels, no government would be necessary” (Hamilton, Madison, Jay & Rossiter, 1961). Benjamin Franklin, the elder statesman of the Constitutional Convention, similar observed that the new charter he and his colleagues had just drawn up for the country was for “all its faults” better than any alternative that might emerge (Beeman, n.d.). More than two centuries later, it is our responsibility – yours and mine – to continue striving toward the “more perfect union” the Founders envisioned for this country and its people.

Dante Alighieri, considered the preeminent poet of the Middle Ages, called freedom “the greatest gift bestowed by God on mankind” (Ebenstein, 1991, p. 279). The Founding Fathers of the American republic concurred with this notion, asserting in the Declaration of Independence that people are “endowed by their Creator with certain unalienable rights, that among these are Life, Liberty, and the Pursuit of Happiness” (Jefferson, 1776). Freedom is an American principle, but it is also a universal human value sought by all people in all eras. The following video explores this principle from the perspective of men and women around the globe:

Media embedded November 24, 2019

Source: The Freedom Collection, 2015.

We often hear the phrase, “freedom isn’t free.” More than just a cliché, this is a statement of reality. Throughout history, freedom – despite being the longing of every human heart – has been under assault by those who would take it from men and women for their own selfish purposes. The protection of freedom requires sacrifice. Since the United States declared its independence in 1776, over one million men and women have given their lives in defense of the cause of freedom. Consider just one chapter in the long history of valor exhibited by these patriots, World War II, which is described by veterans in this video:

Media embedded November 24, 2019

Source: paveteransmuseum, 2009.

Comment: Make a post reflecting on the meaning of the human principles of freedom and sacrifice and the connection between these two values in American history. These are esoteric, yet universal, concepts and may require some deep contemplation. As other students post their thoughts, provide feedback using @name.

Update: Choose a topic and provide your own update on freedom and sacrifice in U.S. history. Make note of the ways in which these principles require vigilant defense today. Why are these values essential elements of citizenship?

For the Teacher

Purpose: This first element in the Citizenship learning module of the Emerging Servant Leaders Program addresses a pair of principles that are universal in nature and have unique application to the United States. The topic provides a wide berth for the instructor and learners to explore how these values are enshrined in the Constitution of the United States and the Nation’s other foundational documents as well as the acts of valor that have been required to defend them throughout our history. Overall, the purpose of this section is to help students understand that although freedom is the desire of each person, it is not man’s natural state. Rather, it is something that must be protected, often at immense cost. The U.S. is exceptional in human history for its willingness to sacrifice for the cause of freedom not only within its borders but for others around the globe.

Resources & Teaching Suggestions: An important discussion for this component of the learning module centers on freedoms protected by the First Amendment to the Constitution. The following resource offers videos and other materials that can be used to facilitate a dialogue in a synchronous session that follows the learners’ online contributions (National Constitution Center, n.d.).

https://constitutioncenter.org/learn/constitutional-exchanges/first-amendment-plan-of-study/day-one-introducing-the-first-amendment

Citizenship: Equality & Justice

For the Learner

As we explored in the last lesson, the Declaration of Independence asserts the principle that “all men are created equal” (Jefferson, 1776). Although that declaration took time to develop into one that included people of color and women - and continues to require intentional effort today - the Founders established an aspiration that was truly rare in human history.

In this section, we will consider a landmark case decided by the United States Supreme Court that exemplifies the American principles of equality and justice, Brown v. Board of Education. The following video provides a look at how this 1954 decision fulfilled the spirit of the Fourteenth Amendment to the Constitution and led to other significant reforms in federal law:

Media embedded November 24, 2019

Source: Bill of Rights Institute, 2017.

Comment: What are your thoughts on this court case as a catalyst for realizing the principle of “Equal Justice Under Law” enshrined on the front of the U.S. Supreme Court? What actions do we need to take as individual citizens and communities to continue the march toward full equality and justice for all American citizens?

Supreme Court of the United States (Wikipedia)

Update: Choose another court case or an example from American history or current events that exemplifies the principles of equality and justice. Make an update for your peers to consider and on which they can offer comments in a civil dialogue on your selected topic.

For the Teacher

Purpose: Conveying the principles of equality and justice and providing a safe environment to discuss them are among the more important actions the instructor can take in this learning module. As the American public continues to experience instances of racial strife and engage in a vigorous debate about immigration, this section of the ESL Program will provide ample opportunity to facilitate civil discourse among learners on the issues of the day.

Resources & Teaching Suggestions: You may wish to use this segment to point out the importance of historical context with regard to these issues. It may prove counterproductive to indulge in the increasingly common practice of applying contemporary perspectives on such issues to earlier periods in history. Encourage the students to consider how societies around the world, not only the United States, viewed matters of equality in those times (or even quite recently – e.g., apartheid in South Africa) and how the U.S. has helped lead the way for greater realization of human rights internationally.

Citizenship: Work Ethic & Service to Others

For the Learner

Americans are known the world over for optimism, competition, rugged individualism, and stick-to-itiveness – in a phrase, our tireless work ethic. This is, of course, a helpful principle in accomplishing remarkable tasks, from Thomas Edison’s invention of the incandescent light bulb to Henry Ford’s development of the assembly line for mass production of automobiles. The following video describes how the American work ethic is an exceptional characteristic with historical roots that trace to Adam Smith’s The Wealth of Nations and Alexis de Tocqueville’s Democracy in America.

Media embedded November 24, 2019

Source: PolicyEd, 2018.

Hard work is an American value, however, that is best juxtaposed against the equally American virtue of service to others. An essential element of good citizenship is volunteerism, and the American people have woven a remarkable social fabric with opportunities to serve our fellow citizens. Decades before the United States declared independence from Great Britain, Benjamin Franklin set a fine example of organizing volunteers for a worthy cause when he co-founded the first volunteer fire company in the American colonies (Benjamin Franklin Historical Society, 2014).

http://www.benjamin-franklin-history.org/union-fire-company/

Comment: After watching the video on the American work ethic and considering the rich history of service to others in our country, exemplified almost 300 years ago by Dr. Franklin, make a comment on your thoughts about these principles.

Update: Think about hard work and volunteerism as American principles and make an update on one of each, or optimally an example of one leading to the other (i.e., hard work creating wealth which is later given to charity). Examples might include:

Andrew Carnegie
John D. Rockefeller
Bill and Melinda Gates
American Red Cross
United Way
Samaritan’s Purse
St. Jude Children’s Hospital
Kiwanis International
Rotary International
Lions International
Peace Corps
Americorps

For the Teacher

Purpose: The third element of the principles section of this learning module offers an opportunity to help students make the connection between the American work ethic and service to others.

Resources & Teaching Suggestions: During a synchronous session or classroom meeting that follows the online portion of this component, invite a local business leader who is also involved as an active volunteer in community organizations to speak with the group. Emphasize the links between the two principles and facilitate a discussion about the obligation a good citizen has not only to work hard for his or her own benefit and that of their family but for the good of their community, state, and nation.

Citizenship: American Flag

For the Learner

The second half of this learning module is composed of three lessons that encourage you to think about the pageantry of the American experience – in other words, the symbols, songs, emblems, and other entities that represent the principles we explored in the first half of this part of the Emerging Servant Leaders Program.

The American flag is perhaps the best known symbol of the United States of America both domestically and around the world, but its history in becoming this emblem representing the country’s values is complex. How did it come to take its current appearance, why is it called the “Star-Spangled Banner,” and what is the proper way to treat this representation of our Nation?

The following videos provide background on these and other questions.

Media embedded November 24, 2019

Source: Drexel University Online, 2012.

Media embedded November 24, 2019

Source: Smithsonian Channel, 2014.

Media embedded November 24, 2019

Source: Colonial Flag, 2018.

Comment: After watching the videos, make a comment on something new that you learned or found surprising and explain how you might be able to use this knowledge to help others better understand the flag’s meaning.

Update: Identify a topic related to the American flag and share an update with the class. Potential topics might include:

U.S. Flag Code (flag etiquette)
The Star-Spangled Banner (National Anthem)
Pledge of Allegiance
Betsy Ross
Francis Scott Key
Flag desecration/burning

For the Teacher

Purpose: This unit of the learning module forms a logical transition from the earlier lessons’ exploration of country’s principles to the pageantry commonly used to convey those values. It will present opportunities for students to learn about the interesting history of the U.S. flag and National Anthem and to engage in dialogue with one another about the sometimes conflicting values of freedom of speech and respect for the country’s emblems. In this sense, the subject matter provides an object lesson in the ESL Program’s component on civility in communication (Dovilla, 2019).

Resources & Teaching Suggestions: Veterans service organizations (VSOs) represent a tremendous potential resource for this topic. Not only do the members of these associations bring a great deal of knowledge on the subject matter, but they can provide learners with opportunities for intergenerational exchange that is often missing in contemporary society. Consider reaching out to your local post of the American Legion, Veterans of Foreign Wars, or another VSO to partner with them in conveying the lessons contained in this section of the program.

https://www.legion.org/

https://www.vfw.org/

https://amvets.org/

https://www.dav.org/

Citizenship: American Songs

For the Learner

Music is an important part of every culture. Although the United States is a relatively young country, different moments in its history have birthed songs that earned their storied places in the fabric of American society. The following website provides an overview of various types of patriotic music and links with additional information and videos. Click through the pages and, as you do, remember the historical context of each song.

https://americanliterature.com/american-patriotic-songs

Comment: After reviewing the various types of American patriotic songs, make a comment about which ones you find the most impactful or meaningful. Why do you think the song or songs you chose have remained popular in American culture after so many years?

Update: In addition to patriotic songs, several other musical genres have American roots. Provide an update of your own on a song or style of music that represents an aspect of America you would like to share with the class. Examples might include:

Jazz or blues
Country
Bluegrass
Marches (e.g., John Philip Sousa)
Gospel
Native American music

For the Teacher

Purpose: This element of the learning module represents a great opportunity to emphasize the connection between American culture and the arts. It is essential for an educated citizenry to have a robust understanding of the music, dance, and other art that have developed throughout its history. At a time when support for arts curricula is suffering as much, if not more, than civics classes, the American Songs component of ESL offers additional ways to help prepare young people to be well-rounded citizens.

Resources & Teaching Suggestions: There are many possibilities for connecting to the arts community in the local area where ESL is being facilitated. As a supplement to the program, consider taking the students to an orchestra concert or musical. In addition, there are resources like Roots of American Music, an organization in Cleveland, Ohio that “provide[s] arts programming to the community using traditional American music as a way to connect students to our past” (Roots of American Music, 2019).

Media embedded November 24, 2019

Source: Roots of American Music, 2019.

Consider locating an appropriate arts organization in your community that might be able to serve as a partner in facilitating this part of the ESL Program.

Citizenship: American Symbols

For the Learner

Every nation has symbols, emblems, and landmarks that represent its values and memorialize its history. Like other civilizations around the globe throughout the centuries, the United States has developed such imagery to convey what our nation stands for.

Some American symbols, such as the flag and bald eagle, are quite well known, and you may even understand the reasons why they have come to represent the country and its people. Others are not as familiar. The emblems of the U.S. are not only the flag or the seal on the president’s podium, but famous sites like Mount Rushmore in South Dakota, the Gateway Arch in Missouri, and the Golden Gate Bridge in California. They include our remarkable National Parks, sometimes called “America’s best idea” (National Park Service, 2009), and other monuments to men and women who have sacrificed or made meaningful contributions to our country.

The following video explores the USS Constitution, sometimes called America’s “ship of state” (USS Constitution Museum, 2018). USS Constitution, nicknamed “Old Ironsides,” is the oldest commissioned naval vessel still afloat in the world. It not only represents the heritage of the U.S. Navy and recalls an important moment in American history – the War of 1812 – but it demonstrates the importance of historic preservation. Without the involvement of school children, who donated their pennies and rallied the country in the early 20th century to raise the funds needed to restore the ship to its original glory, this great American symbol might not still be with us today.

Media embedded November 23, 2019

Source: USS Constitution Museum, 2018.

Comment: After watching the video, make a comment on something you found interesting on this American symbol. It could be about the history of USS Constitution, the various restoration efforts that have kept her afloat in four different centuries, or the ship’s significance as an enduring emblem of our country.

Update: Provide an update of your own on an American symbol. Examples might include:

Great Seal of the United States
“In God we trust”
E pluribus unum
Bald eagle
Oak tree
Liberty Bell
Statue of Liberty
Currency and coins
Red, white, and blue
Apple pie
Uncle Sam

For the Teacher

Purpose: This component of the learning module is designed to conclude the three-part series on American pageantry. Unlike most resources used to teach this subject, however, it does not merely provide a list of the nation’s most familiar emblems for learners to review, memorize, and forget after an exam. It uses a less common example from naval history to convey the concept and then encourages students to express their creativity by identifying additional symbols. The explanation provided for the learner, as well as the wide ranging list of starter options, should spur their thinking about the various entities that represent the country’s history and heritage – from cultural symbols to national historic sites.

Resources & Teaching Suggestions: Although this component focuses primarily on America’s national symbols, each state in the union and local communities have emblems and landmarks that make note of their history, people, and contributions. While discussing this topic, take advantage of the opportunity to explore state and local resources. For example, Ohio History Connection, the state’s historical society, is a nonprofit organization that houses the state archives and provides a wide range of resources for those interested in the history of the State of Ohio.

https://www.ohiohistory.org/

Peer Reviewed Project

The six items explored in this learning module are by no means an exhaustive list of American values or emblems. As we approach the end of this portion of the ESL Program, our examination of them should have you thinking about some of the other principles and symbols of the Nation.

Taking into consideration the topics we have covered, including the contributions your peers have made in their comments and updates, select another example of a principle or instance of pageantry that you believe is, or ought to be, part of the canon of American citizenship.

This project will be reviewed against the following rubric by three other peers in the class, and you will have the opportunity to review three of your peers’ works.

Peer Review Rubric

Conclusion

As I develop additional learning modules for the Emerging Servant Leaders Program, it is my objective to continue applying the principles of this course and other LDL courses. The intersection of citizenship education and technology is one that warrants additional examination, and ESL is designed to carry out the affordances of digital ecologies on a subject that has practical implications for society: the cultivation of an educated and engaged citizenry. By applying transformative learning to traditional subject matter, teachers increase the likelihood that they will establish a better connection with learners, encouraging them not only to be consumers but producers of knowledge. I welcome the input of fellow scholars, researchers, and educators on this evolving project.

References

Agarwal, A. (2018, October 2). Data reveals why the 'soft' in 'soft skills' is a major misnomer. Retrieved from: https://www.forbes.com/sites/anantagarwal/2018/10/02/data-reveals-why-the-soft-in-soft-skills-is-a-major-misnomer/#64e74fc36f7b

American Literature. (2019). American patriotic songs. Retrieved November 23, 2019, from https://americanliterature.com/american-patriotic-songs

Beeman, R. (n.d.). Perspectives on the constitution: A republic, if you can keep it. Retrieved November 24, 2019, from https://constitutioncenter.org/learn/educational-resources/historical-documents/perspectives-on-the-constitution-a-republic-if-you-can-keep-it

Benjamin Franklin Historical Society. (2014). Union fire company. Retrieved November 24, 2019, from http://www.benjamin-franklin-history.org/about-us/

Bill of Rights Institute (2017, March 14). Brown v. Board of Education | BRI's homework help series. [Video]. YouTube. https://www.youtube.com/watch?v=1siiQelPHbQ

Campbell, D. E., & Niemi, R. G. (2016). Testing civics: State-level civic education requirements and political knowledge. American Political Science Review, 110(3), 495-511.

Colonial Flag. (2018, August 27). The US flag code: The rules of US flag display. [Video]. YouTube. https://www.youtube.com/watch?v=MEeGtbmkxrs

Dovilla, M. (2019). Emerging servant leaders: Developing America’s next generation of leaders. Retrieved from: https://cgscholar.com/community/profiles/michael-dovilla/publications/195437

Drexel University Online (2012, June 18). History of the American Flag - Brought to you by Drexel University Online. [Video]. YouTube. https://www.youtube.com/watch?v=aBfi2AGdU9U

Ebenstein, W. & Ebenstein, A. (1991). Great political thinkers: Plato to the present. Fort Worth, TX: Harcourt Brace.

Fleming, L. C. (2011). Civic Participation: A Curriculum for Democracy. American Secondary Education, 40(1), 39–50.

Gould, J., Jamieson, K. H., Levine, P., McConnell, T., & Smith, D. B. (2011). Guardian of democracy: The civic mission of schools. Philadelphia: Lenore Annenberg Institute of Civics of the Annenberg Public Policy Center, Campaign for the Civic Mission of Schools. Philadelphia, 159.

Hauver, J. (2017). Attending to Children’s Civic Learning... In the In-Between. Social Education, 81(6), 376-379.

Hamilton, A., Madison, J., Jay, J., & Rossiter, C. (1961). The Federalist papers. New York, NY: Mentor.

Jefferson, T. (1776). The Declaration of Independence. Retrieved from: https://www.archives.gov/founding-docs/declaration-transcript

Journell, W. (2014). Teaching politics in the US History classroom. The History Teacher, 48(1), 55-69.

Kalantzis, M., & Cope, B. (2012). New learning: Elements of a science of education. Cambridge University Press.

Koretz, D. (2017). The testing charade: pretending to make schools better. Chicago, IL: University of Chicago Press.

Morgan, L. A. (2016). Developing civic literacy and efficacy: Insights gleaned through the implementation of project citizen. ie: inquiry in education, 8(1), 3.

National Constitution Center (n.d.). Day one: Introducing the First Amendment. Retrieved November 24, 2019, from: https://constitutioncenter.org/learn/constitutional-exchanges/first-amendment-plan-of-study/day-one-introducing-the-first-amendment

National Park Service. (2009, September 17). America’s best idea today. Retrieved November 23, 2019, from https://www.nps.gov/americasbestidea/

Ohio History Central. (n.d.). Retrieved from: https://ohiohistorycentral.org/w/Berea,_Ohio

Paveteransmuseum. (2009, February 7). Their sacrifice, our freedom: Pacific. [Video]. YouTube. https://www.youtube.com/watch?v=gzXJeUVfXc0

PolicyEd (2018, July 10). America’s exceptional work ethic (episode 2). [Video]. YouTube. https://www.youtube.com/watch?v=CQ8brjVkZwo

Roots of American Music. (2019). Retrieved from: https://www.rootsofamericanmusic.org/

Roots of American Music. (2016, April 20). 2016 ROAM overview video. [Video]. YouTube. https://www.youtube.com/watch?v=DyNYDeoVjj8

Schaub, D. (2012). Civics without a country?. Academic Questions, 25(3), 372-376.

Smithsonian Channel. (2014, May 30). The battle of Fort McHenry, through Francis Scott Key’s eyes. [Video]. YouTube. https://www.youtube.com/watch?v=iiVryYnzmdI

The Freedom Collection (2015, June 12). What is freedom? [Video]. YouTube. https://www.youtube.com/watch?v=3Fj07rCbpak

The Grindstone Institute (2019). Retrieved from: https://thegrindstoneinstitute.com/about/

USS Constitution Museum (2018, August 9). Welcome to the USS Constitution Museum and Charlestown Navy Yard! [Video]. YouTube. https://www.youtube.com/watch?v=fXYz7-N6J88

Cultivating Good Citizenship

A Learning Module for the Emerging Servant Leaders Program

Learning Module

Abstract

Keywords

Overview

Intended Learning Outcomes

Target Learners

Rationale for Learning Outcomes (Learner)

Rationale for Learning Outcomes (Teacher)

Anticipated Duration

Citizenship: Freedom & Sacrifice

For the Learner

For the Teacher

Citizenship: Equality & Justice

For the Learner

For the Teacher

Citizenship: Work Ethic & Service to Others

For the Learner

For the Teacher

Citizenship: American Flag

For the Learner

For the Teacher

Citizenship: American Songs

For the Learner

For the Teacher

Citizenship: American Symbols

For the Learner

For the Teacher

Peer Reviewed Project

Conclusion

References