Secondary Citizenship: The Importance of Volunteering

by Al Skeoch 1999 Governor-General’s Award Recipient

INTENDED GRADE/SUBJECT AREA

Grade 11

CONCEPTS

Citizenship, Diversity, Community Awareness

BACKGROUND INFORMATION

Each teacher of history has his or her particular approach to the subject. Diversity is a good thing and I write this without proselytizing. In my case, I believe that the story should come first… the flesh and blood of the people of history… and the skills component is secondary and will be best developed covertly rather than overtly. I believe in the warp and weave… the ups and downs of the human journey are intrinsically fascinating and ultimately the stories of history present mysteries that are worth exploring mutually, i.e., teacher and students all trying to explain actions and reactions, causes and effects, in a fresh rather than a regurgitative manner. Together, as peers, rather than as teacher and students.

This does not mean that we will jointly find answers to the big questions of history. Sometimes there are no answers, a fact that can make history discussions very interesting indeed. Some history remains mysterious and that provides hooks that guarantee future interest, enduring discussions and, maybe, unmandated research, i.e., the student begins to read deeper into history because he or she wants to. Whenever a teacher says “I don’t know” in response to a question, kids will often go home and find the answer just to help out.

ACTIVITIES

Activity #1

Open with a story that will have enduring meaning:

There is a teacher, Al Skeoch, who was asked to interview a man that was dying of lung cancer… a great man… a man whose life is admired by many and hence the desire to capture him on film. His name is Dr. Langstaff and his family had been doctors in the rural/fringe of Toronto for generations. Sadly, he was the last of the medical Langstaffs. During the interview, his son intervened to help him place his father’s character in the right perspective.

Dr. Langstaff’s son related that when he was in high school, he did very well on one particular mathematics examination… he got 99%. He showed the mark to his dad. His dad looked at the mark, then looked at his son and said “But are you being a good citizen?” He has remembered that remark for over 45 years. Was he being a good citizen?

Teacher: Citizenship…what does it mean? What did Dr. Langstaff mean when he asked his boy whether he was being a good citizen? Before we discuss the idea of citizenship, I would like you to explain in writing what the word means, I would like you to imagine you are Dr. Langstaff’s son and tell me what he meant by the question. If you can give me examples from your own experience, that would be wonderful.

Ask students, on a single sheet of paper, to define the word citizenship and explain what they think Dr. Langstaff meant by the question “Are you being a good citizen?” Secondly, ask them to give examples of acts of citizenship they have seen or done. (15 minutes)

This is how some of my sixteen-year-old students reacted to the idea of citizenship in October 1999:

“…I think he was asking whether or not his son was a good man with good values and who does good things in and for society. What do I do? I think I am a good citizen because I have helped to get squeegee kids and panhandlers off the streets and into school. I used to be a volunteer for a home for pregnant teenagers who have been abused and would agree that you must be careful out there.” — Stephanie

“If my dad said that to me, I would be pissed off or mad for not getting praise where it is due. It is dangerous to be nice these days.” — Jusef

“…To be a good citizen is to do for others what you would want done for yourself. There are limits. If a person is high or drunk, I would not help because I feel if you could get yourself high or drunk then you could take care of yourself. But any other situation I think I would help, because it is better to get hurt and know someone is OK than to walk away with a guilty conscience.” — Samantha

“…There needs to be a mutual respect among people to build a good community. Having a good heart is part of being a good citizen. People who volunteer in their community are good examples, for they are putting the needs of others before their own…it’s about respect and love. I volunteer sometimes at the humane society.” — Ida

“…But are you being a good citizen? His father was showing him that school is one thing, but it doesn’t dictate who you are as a person.” — Chris

“…I volunteer once a month at the Syl Apps Youth Correctional Facility in Oakville with my church and friends.” — Amanda

“…Dr. Langstaff was proud of his son’s accomplishments but knew that there was more to life. Most of the good work that we do cannot be measured or graded, but it is also the most important.” — Karen

“…I think that I’m a good citizen when I give seniors my seat on the bus. But I don’t think of it as a good deed or an obligation. It just becomes instinctive. I volunteer with the United Way and the Liberal Party campaigning.” — Loren

Activity #2

Teacher: OK, let’s look at the notion of citizenship. Keep your papers for we may add comments although they may be collected at the end of class, for I am interested in how you view the question personally. Now, let’s try to get a group definition.

[Written on the blackboard, one word – citizenship.]

Students provide a host of meanings: dedication, pride in my country, giving something back to the community, response to need, community action, helping others, help without reward, involvement, doing something rather than sitting around, etc.

Teacher: How many of you are active citizens? Has anyone done anything with a volunteer organization? Has anyone done something to improve the community…to help another citizen in trouble?

Ask students to list acts they consider to be demonstrations of good citizenship…complete range of activities from working with volunteer agencies to helping a person in sudden distress. Tell them to be as precise as possible (i.e., name the organization, locate the activity in time and space.)

Bailey, a real student, provided the following real response: “Why did I start volunteering? In grade 7, I attended Runnymede Public School, a school known for it’s good neighbourhood and the high financial status of the parents. It was the only French immersion school anywhere near where I lived. But I was from Parkdale… a far different neighbourhood…where many families are really disadvantaged. The day I decided to start volunteering is a day that stands out in my mind. I came home upset because the kids at school were making fun of where I lived. I rushed to my house and told my mom. It’s because of what my mother said to me that I volunteer. “Bailey, I’m really disappointed in you. Be grateful and thankful for what you have.” And I was. My volunteering at first involved reading The Cat in the Hat to patients at the Queen Elizabeth Chronic Care Hospital… people who could not read or write… some could only respond by communicating with me using a computer. In grade 8, I entertained kids at St. Joseph’s Hospital. In grade 9, I helped to form our Anti-Racist Action Group at Parkdale CI. In grade 10, I helped with the Ontario Coalition Against Poverty. In grade 11, I became involved in the Redwood Shelter Support group through the equity club which I helped develop.”

Activity #3

Teacher: Now here’s a thought. Some of you have defined citizenship in terms of actions that help others. Are there limits…even dangers in such acts of citizenship? Should we be careful? Can help lead to trouble? One of Mr. Skeoch’s fellow teachers, Michael Dent, said half joking, half serious, that he remembered a strange piece of advice to the effect that “Every good act deserves its punishments.” What did he mean?

Ask your class to examine the dangers of trying to be good in situations that you don’t understand (e.g., a drunk sprawled on the sidewalk, a violent family dispute, a person in need who may well be dangerous…), and use examples.

Teacher: When all the cautions are considered, how can we prove ourselves to be good citizens? What can we do? What do we do? Is there anyone in the class who has done some other kind of community service?

Ask students to respond with examples of community service.

Teacher: (After a series of student testimonials.) Why does the government of Ontario insist that every student take a half course in citizenship? Will it be useful or a waste of time? At rock bottom, we return to Dr. Langstaff… is being a good citizen, whatever that means, just as important as a personal achievement in school? Are you being a good citizen?

About the Educator

Al Skeoch came out of retirement to teach high school history to a group of inner city teenagers, and students and colleagues alike are delighted that he did. Al involved his students in projects as diverse as the Toronto District School Board Millennium Project, a peacekeepers’ dialogue, folk art presentations and research projects. Al is a prolific writer, and has written and co-written several history texts and workshops. He has produced and written a number of historical videos. He has worked as a CBC Radio Noon resident historian, presenting the artifacts and social realities of rural life. Al is the winner of the Marshall McLuhan Outstanding Teacher Award for Communication as well as the Paul Harris Fellow Award.