LESSON 3: PARTICIPATING AMERICAN CITIZENS

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1 LESSON 3: PARTICIPATING AMERICAN CITIZENS INTRODUCTION aggression consequences cultivate cultures participating patriotism tyranny welfare state Ask not what your country can do for you, ask what you can do for your country. President John F. Kennedy, Respect and uphold the law and its agencies. 4. Understand and accept basic democratic principles as guides for their own behavior and that of other persons and groups; judge their own behavior and that of others by those same standards. 5. Understand that, in the long run, people will govern themselves better than any self-appointed group would govern them. 6. Put the welfare state above their own whenever a choice between them is necessary. This statement still holds true today. We enjoy the liberties, rights, and privileges guaranteed by our Constitution, yet on election day the average voter turnout is less than 50 percent. Who are the people who cast their votes in each election or join the military to serve their country? These people are participating citizens. CHARACTERISTICS OF A PARTICIPATING AMERICAN CITIZEN According to The American Citizens Handbook, participating American citizens may have one or more of the following characteristics. Participating American citizens: 1. Believe in the equality of opportunity for all people. 2. Have values, respect, and defend basic human rights and privileges guaranteed by the U.S. Constitution. 7. Feel they have inherited an unfinished experiment in self-government which it is their duty to carry on. 8. Exercise their right to vote. 9. Accept civic responsibilities and discharge them to the best of their ability. 10. Know techniques of social action (e.g., how to win support for desirable legislation) and cooperate with others in achieving such action. Unit 6: Citizenship and American History 55

2 11. Accept the basic idea that, in a democracy, the majority has the right to make decisions under the Constitution. 12. Assume a personal responsibility to help shape opinions on current social, economic, and political problems or issues. 13. Realize the necessary connection of education with democracy. 14. Respect property rights, meet their promises in contracts, and obey regulations governing the use of property. 15. Support fair business practices and fair relations between employers and employees. 16. Assume a personal responsibility for the wise use of natural resources. 17. Accept responsibility for maintaining and improving America s competitive economic system. 18. Know in general how other economic systems operate, including their political and social consequences. 19. Know about, critically evaluate, and support promising efforts to prevent war, but stand ready to defend their country against tyranny and aggression. 20. Are deeply aware of the independence of people, and realize that a good life can be attained only by the organized cooperation of people the world over. 21. Understand other cultures and ways of life. 22. Cultivate qualities of character and personality that have a high value in his or her culture. 23. Are responsible family members and assume their full responsibilities for maintaining the civic standards of the neighborhood and community. 24. Recognize taxes as payment for community services and pay them promptly. What you see in these characteristics is a philosophy supporting the values of our society and of our Constitution. This philosophy is broad it allows room for a certain degree of change and flexibility. Using such a philosophy as this, our society has been able to correct some of its social and economic injustices over the years. PROFILES: PARTICIPATING AND PATRIOTIC AMERICAN CITIZENS While reading the following profiles on Marva Collins, Carlos Arboleya, and Don Smith, keep in mind the 24 characteristics of participating citizens. A connection between how these three very different people applied, lived, and believed in those characteristics should become very clear to you. MARVA COLLINS Marva Collins loves to teach children. She believes in children, in the idea that each child can develop into a successful person, and in the importance of education for future success. Believing that there were far too many excuses in the educational system for not 56 Unit 6: Citizenship and American History

3 educating children, Marva started a private school in 1975 on the west side of Chicago. For the first four years, she crammed 34 desks into a makeshift schoolroom in the upstairs of her home. She taught children who had been expelled from public schools, had dropped out in discouragement, or who the educational system classified as incorrigible and unteachable. These same students are now reading Shakespeare and discussing philosophy. Although this is not uncommon in schools throughout the country, how often is this material taught and mastered at the elementary level? While growing up in Alabama during the Great Depression, Marva acquired a love for reading at a time when black women were not supposed to do so. Additionally, her father encouraged her to think for herself and not to be ashamed of her opinions. From this upbringing, the right to an individual s opinion stood at the forefront of her teaching career and style an approach that has been the subject of controversy. Nonetheless, she remained faithful to this belief and to the philosophy that if students err, it is a sign for help, not a reason for reprimand or ridicule. She praises and encourages her students and does not tell them they are wrong. She points out that for many students the key to learning is a strong, supportive, and positive teacher. Combining this with a positive teaching approach that offers encouragement and support, she advocates that as students become more self-confident, they possess the desire to learn even more. With her school receiving international acclaim, many other schools have asked that she teach her educational beliefs to their students. President Reagan even asked her to be the Secretary of Education; however, she responded with a polite, No, my place is with my family a family that includes her students. Marva has been an inspiration and an influence to many students since 1975, with messages such as: Black America has been led to believe that we are supposed to fail. When we do fail, people look down on us, and that leads to a lot of hate. Things do not have to be that way. We can make them better. You were not born to fail. You were born to succeed. You were born to be millionaires! But you are going to have to learn. No one owes you a thing in this life. I don t want anyone to give you children anything except your dignity. CARLOS ARBOLEYA Carlos Arboleya believed in America and in its opportunities. He fled Cuba during Castro s communist revolution with his wife, small son, and only $40. Having spent 13 years in Cuba s banking industry, he left behind his position as chief auditor in the comptroller s division of Cuba s largest bank. Carlos came to America with the hope that democracy and its freedom would provide opportunities. Despite his years of experience, he could not find work in the banking industry even as an office boy. In 1964, Carlos Arboleya was hired by Fidelity National Bank and he helped it to overcome financial difficulties. Five years Unit 6: Citizenship and American History 57

4 later, Arboleya became an American citizen and the president of Fidelity National the first naturalized Cuban to serve as president of a national bank in the United States. Years later, as Vice Chairman and Chief Operating Officer of Barnett Banks of South Florida, the state s largest bank, Carlos oversaw the operation of 72 branches, with holdings of over $4 billion in assets. During his career, Carlos held numerous positions on boards and committees, including President Nixon s National Advisory Council on Economic Opportunity. He also found time to help out youth organizations in Greater Miami, along with other civic groups. Carlos spent most of his time with these groups talking about the opportunities available in the United States: There s nothing one person can do that another cannot do if he sets himself to the task of doing it and in doing so, he does it with enthusiasm, has the determination to succeed, confidence in himself, faith and belief in God, pride in country and flag, love of family, and respect of friends for these are the true ingredients for success. DON SMITH Finally, you will take a look at a citizen who went one step further than participating. This individual not only supported our Constitution and values, he made the ultimate sacrifice by giving his life for the cause of freedom. Don Smith s actions may be called ones that advocate patriotism. Webster s dictionary defines patriotism as a love for or devotion to one s country. What does patriotism mean in terms of action or deed? In times of conflict or war, the nation may require patriotism in the form of military service. In peacetime, patriotism can take many forms. Don Smith loved America. At the beginning of hostilities in the Korean conflict, he enlisted in the U.S. Army. Although only 19 years old, he wanted to help our country in preventing the spread of communism and to protect the rights of other representative democracies, not just America s. Don grew up quickly in the war. The benefits of being an American citizen became clearer to him as he came face to face with the threat of communism. He wrote home about his realizations concerning the freedoms he had taken for granted at home. As the conflict continued, Don was willing to make sacrifices for something as important as freedom. Portions of his letters were published by the local town paper. Don s letters brought the realism of war to those who stayed behind, those who were still enjoying America s democracy. Don s letters reflected the way he had taken his freedom for granted. He wondered whether Americans would fight hard for their country, especially if the United States was on the battlefield. Americans had consistently helped other countries to protect their freedom during World Wars I and II; and now they were helping Korea. Don was killed in action almost two years after he was first stationed in Korea. The paper published his obituary citing the award he received posthumously. The paper called him a local hero one who had given his life in the service of his ideals. 58 Unit 6: Citizenship and American History

5 CONCLUSION Hopefully, through the past three chapters, you have seen the importance of your American heritage, whether by birthright or naturalization; the Constitutional protection of your American rights, responsibilities, and privileges; and the characteristics and examples of participating citizens and of patriotism. How you choose to use your citizenship is up to you. However, your appreciation and understanding of the beliefs on which our country was founded become clearer when you participate in the democratic process. The degree to which you participate is also your choice. There are many citizens who feel it is their duty to repay our country for the right to live in America. The type of citizen you are now and in the future is one of the freedoms available to you. That choice is yours. Use it wisely! Unit 6: Citizenship and American History 59

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