defining civic and citizenship education - make...

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Defining Civic and Citizenship Education or

What is The Good Citizen?

Jim Shon, Ph.D. and Shannon Hillman, Ph.D. May 2015

Executive Summary Legislators and community leaders nationwide are becoming increasingly concerned over the state of younger voter turnout and have attributed this, in part, to inadequate civic and citizenship education in elementary, secondary and higher education. Nationally, the 2012 general election saw less than a 60 percent turnout. Following the 2012 general election, CNN noted that Hawai‘i and West Virginia were tied for last in voter turnout, and reported: In the end, both Hawai‘i and West Virginia registered turnout rates of 44.2%... Both states -- and many others -- saw a decline in turnout from the 2008 election. Nationwide, turnout dropped by about 3% (CNN, 2012). Turnout in the 2014 primary elections in Hawai‘i was 41.5 percent, while the general election saw approximately 52 percent of registered voters casting ballots. The primary election results are worthy of note in that there were high profile and competitive candidates for the U.S. Senate, U.S. House, and governor. In spite of the importance of the primary, six out of ten registered voters did not cast ballots. National analysis of voting trends shows that younger voters had significantly lower turnout. Complicating this picture is the reality that nationally and locally we are faced with significant numbers of immigrants for whom basic civic education is an important prerequisite for citizenship. HEPC acknowledges that it is difficult to directly connect voter turnout to the state of civic education, as there are many variables and dynamics contributing to voter apathy and lack of civic engagement. The economy, the frustration over Congressional inaction on many issues, the growing influence of large contributions in campaigns, the anxiety over international uncertainty and terrorism, barriers to voter registration and same day voting logistics, and the non-competitive nature of electoral life as the result of reapportionment trends creating “safe” districts for a particular party – all have been cited as contributing to the problem. The fundamental questions are: Is education part of the problem? and Regardless of the cause, can education do anything about it? HEPC answers both of these questions with a tentative – perhaps. Going further, HEPC assumes that Hawai‘i can do better in preparing current and future generations to meet the ideals of what is a ‘Good Citizen’. Most of these national definitions do not use the term

http://www.cnn.com/2012/12/10/opinion/ctl-hawaii-final-turnout/

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Good Citizen, but the sense of basic criteria, standards, or obligations, and idealism, are strongly implied. They have several elements in common:

1. The Good Citizen has learned and can remember key historical events in the creation and development of democracy, including seminal documents and the ideas contained therein; but it is not enough to have “taken” American and World history courses and scored well on tests.

2. The Good Citizen has an intellectual capacity to critically analyze ideas, philosophies, and interpretations, and to develop an active habit of mind in evaluating books, texts, media, and all manner of communications; but it is not enough if the knowledge and capacity to think critically are not applied in the real world;

3. The Good Citizen actively participates in civic life, including political life, but it is not enough to routinely vote every couple of years;

4. The Good Citizen has an admirable character, genuinely cares about the wellbeing of other citizens in immediate community and the larger society, reflecting idealism and a sense of personal responsibility. In other words, citizenship education is related to character education.

Graduation from public schools in Hawai‘i requires four credits in social studies including Modern History of Hawai‘i (0.5 credit) and Participation in a Democracy (0.5 credit). U.S. History and World History are not required under the Hawai‘i State Board of Education’s graduation policy, although they are listed as required high school social studies courses. Hawai‘i was the only state examined by HEPC that did not have any formally adopted policies or initiatives to boost civics literacy. For graduation and credit requirements, Hawai‘i is either on par with (Oregon and California) or behind in the amount of knowledge students are required to know for graduation. Hawai‘i’s accountability measures and laws do not directly relate to a specific assessment or measuring body of knowledge for civics. HEPC recommends that the Hawai‘i State Board of Education initiate discussions that will lead to the adoption of a clear and detailed policy on civic education. To ensure that such a policy has a significant impact on graduates and their role as citizens, HEPC suggests that an effective policy include the following:

a. Setting achievable knowledge and engagement goals for all graduates – similar to The Good Citizen ideal identified above;

b. Defining civic and citizenship education programs with clarity for parents, schools, teachers and students – including cross referencing civic education with character education, extended school learning, and service learning;

c. Facilitating implementation of the goals at the school and classroom levels; and d. Identifying and implementing reasonable and affordable formative assessments.

HEPC also recognizes that developing good citizens does not rest only on K-12 public schools, but is also the responsibility of private schools, higher education, education reform groups, parents, and the business community. Therefore, a larger dialogue among all stakeholders deserves consideration.

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Table of Contents Executive Summary. ……………………………………………………………………………………………………….1

Table of Contents……………………………………………………………………………………..……………………..3

Background…..……………………………………………………………………………………………..…………………4

One Rationale...……………………………………………………………………………………………………….………5

National Organizations’ Efforts and Sources of Data…………………………………………..……………..5

Developing A Consensus: The Good Citizen……………………………………………………….…………..…7

The Naturalization Test Movement……………………………………………………………….…………………8

Hawai‘i’s DOE Definitions, Approaches and Requirements…………………………………………….…9

Conclusions and Recommendations……………………………………………………………………….…….. 11

Appendix A – Hawai‘i DOE Grade 9 Standards………………………………………………………………..13

Appendix B – DOE Grade 11 Standards…………………………………………………………………………19

Appendix C – Content and Social Studies…………………………………………………………..…………..20

Appendix D – Evaluation of California, Oregon, Washington and New York curriculum …..27

Appendix E – Civic Education Organizations…………………………………………………………………..31

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Background Legislators and community leaders nationwide are becoming increasingly concerned over the state of young voter turnout and recent studies have attributed the problem to ineffective civic education in public schools. Voter turnout in Hawai‘i was the lowest in the country in 2008, and had fewer people go to the polls in the 2012 election. Nationally, in the 2012 election, voters aged from 18 to 29 had 45 percent turnout (Non-Profit-Vote, 2013), in comparison to 66 percent with those over 30 years old. HEPC examined the landscape of civic education through national initiatives as well as several states initiatives, some of which have been heralded for their civic education curriculums, including Hawai‘i, Washington, Oregon, California and New York. Overall, Hawai‘i appears to be less developed than other states examined when it comes to laws, graduation requirements, and assessments that demonstrate specific content knowledge. A National Assessment in Educational Progress (NAEP) study in 2010 showed that over two thirds of students scored below proficient in civic literacy and only 10% of students had age appropriate knowledge when it came to branches of government (NAEP, 2010). Similar studies have confirmed trends that students and future voting citizens are becoming increasingly unaware and disinterested in their civic duties.

Unfortunately, a 2014 follow up study was not encouraging. The Center for Education Reform (CER) released the following statement on the 2014 National Assessment of Educational Progress (NAEP), also known as the Nation’s Report Card, History, Geography, and Civics scores released today:

“It’s astounding that not even one third of our nation’s eighth graders are proficient in subjects that are vital to our nation’s founding and democracy,” said CER President Kara Kerwin. “In U.S. history, just 18 percent of students are at or above proficient, with 27 percent at or above proficient in geography and 23 percent at or above proficient in civics.”

“Since student achievement in these subjects was last measured in 2010, scores have remained stagnant. It’s unacceptable that in four years we’ve made no progress in dramatically changing what learning and successful outcomes look like for our children.”

This HEPC report summarizes national and local efforts to define civic literacy and citizenship education. It examines the landscape of civic education of Hawai‘i, other states (and some who are known for their proactive civic initiatives), and national efforts or initiatives to boost civic education.

http://www.nonprofitvote.org/documents/2013/09/america-goes-to-the-polls-2012-voter-participation-gaps-in-the-2012-presidential-election.pdf

http://cts.vresp.com/c/?TheCenterforEducatio/8f045ee425/2fc8341aab/68fcc11fb1

http://cts.vresp.com/c/?TheCenterforEducatio/8f045ee425/2fc8341aab/68fcc11fb1

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One Rationale The Civics Education Initiative is a private organization promoting basic knowledge about government and democracy through the naturalization test, commonly given to immigrants desiring citizenship. HEPC does not endorse its testing goal, but its rationale is a helpful list of why civic education needs more attention. A portion of its FAQs are below.

http://civicseducationinitiative.com/faq/

Frequently Asked Questions Q. What problem is addressed by the Civics Education Initiative? A. Too few citizens know and understand basic American civics – how our government works and who we are as a nation. For example, according to the Pew Research Center, only about one-third of Americans can name the three branches of government, much less say what each does. Q. What is the impact of this lack of civics knowledge? A. If you don’t know how our government works, you’re not likely to be an active and engaged citizen. It’s no wonder so few citizens vote, given this lack of basic civics knowledge. Q. Why isn’t civics being better taught in our schools today? A. Education funding is increasingly tied to high-stakes testing on reading, math and science, with a particular focus on STEM subjects – science, technology, engineering, and math. While important, this emphasis is leaving civics as a secondary subject or in some cases, not being taught at all.

National Organizations’ Efforts and Sources of Data There are several national organizations that make increasing civic education a priority. The Association of American Colleges and Universities have created a comprehensive list of tertiary education based initiatives. Below are a few of the larger research and independent policy initiatives that are considered seminal sources and help define what makes a good citizen.

The National Assessment of Educational Progress As a branch of the National Center for Educational Statistics, the NAEP is tasked with collecting data on the state of student’s learning at a federal level. Although Civics is not singled out as an area of concern, or given special study, the center does collect much data on and unique insight into curriculum and assessment on the subject. In 2010, the NAEP administered a nation-wide test on Civics, created by researchers, policy makers and interested community members, to over 26,000 students in Grades 4, 8 and 12. The study and following analysis created The Nation’s Report Card: Civics 2010. Along with analysis

http://civicseducationinitiative.com/faq/

http://www.aacu.org/resources/civic-learning/organizations

http://nces.ed.gov/nationsreportcard/civics/

http://nces.ed.gov/pubsearch/pubsinfo.asp?pubid=2011466

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of demographic profiles and achievement levels, the report gives interpretations of the results; however, it refrains from making any policy recommendations.

The most recent test and related report, released late April 2015, showed no significant gains or increases from the 2010 test.

National Center for Learning and Civic Engagement (NCLCE) Under the Education Commission of the States (ECS), the NCLCE has a mission to reestablish the civic purpose of schools and better states’ civic education in a Pre-K to Postsecondary setting. It states that it is different from other civic education organizations in that it gives specific support to states’ policy makers, rather than general support. It has created the District Leaders Network, made up from superintendents and school board members from the various states, who are mentored on how to support and develop effective civic education in their area. The Center has a wide range of civic education publications from the ECS stemming back to 2000, one of the latest discusses the Six Proven Practices for Effective Civic Engagement. It also has three differing databases which show state specific information on high school graduation requirements, standards and curriculum frameworks, and assessment. One of the more informative is the 50-State Analysis which plainly sets out what is being undertaken by the state DOE in regards to civic education in schools.

A Multi-Disciplinary Social Studies Perspective:

College, Career & Civic Life: C3 Framework for social studies state standards As a product of collaboration between professional and national organizations, the C3 framework is becoming increasingly adopted by states and teachers as a teaching resource. Covering the 4 major themes in Social Studies: Civics, Economics, History and Geography, the C3 Framework provides multiple dimensions for Social Studies teachers to use as for their classroom practice. Such as Developing Questions and Planning Inquiries; Knowledge of disciplines: Civics, Economic, Geography, History; Gather and Evaluating Sources and Developing Claims and Using Evidence; Communicating and Critiquing Conclusions and Taking Actions. Additionally, the Framework has online support for teachers such as the c3teachers site.

http://www.nationsreportcard.gov/hgc_2014/

http://www.ecs.org/html/projectsPartners/nclc/nclc_main.htm

http://www.ecs.org/default.asp

http://www.ecs.org/clearinghouse/01/10/48/11048.pdf

http://ecs.force.com/mbdata/mbcmap?Rep=CST

http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

http://www.c3teachers.org/

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A Classroom Perspective: The Campaign for the Civic Mission for Schools This is a coalition of 70 education, civic learning, civic engagement and business groups with a mission to improve the quality and quantity of civic education in schools through local and national levels. Their 2003 report, The Civic Mission of Schools, forms the foundation of many of the group’s recommendations. The organization’s most recent report, The Guardians of Democracy: The Civic Mission of Schools, explores the challenges to, the benefits of, proven practices for, and policy recommendations for educators of civic education. The Campaign’s website has a full range of resources for educators, policy makers and community members alike. Their “Six proven practices” in the Mission’s Guidebook include: Classroom Instruction, Discussion of Current Events and Controversial Issues, Service-Learning, Extracurricular Activities, School Governance, and Simulations of Democratic Processes.

The group also provides a definition and criteria of what makes an informed citizen, or one who has “civic competency”, as described in their 2003 report, and is divided into four key components: Civic Content Knowledge. Students should have knowledge of: key historical periods; the principal documents of constitutional democracy; relationships between government and other sector; process for giving public opinion and networks for making change; past and current social movements; and political and civic heroes. Civic Intelligence. Students should demonstrate: critical thinking; understanding, interpreting and critiquing media and various points of view; ability to express opinions and active listening; know how to identify, assess, interpret, describe and be able to explain matters of concern in civic life. Civic Participation. Students can: engage in dialogue with others; know how to act in groups and interact with others to influence change; communicate through public forums; utilize the electoral process and non-electoral means to gather opinions; and can organize and demonstrate. Civic Disposition. A student demonstrates: tolerance, respect and appreciation of difference; an opposition to violence; concern with the welfare of others and their liberty; personal efficacy; a desire for community involvement and sense of belonging to it; a readiness to sacrifice personal gains for that for the betterment of the community; and attentiveness to civil matters.

http://www.civicmissionofschools.org/

http://civicmission.s3.amazonaws.com/118/f7/1/172/2003_Civic_Mission_of_Schools_Report.pdf

http://civicmission.s3.amazonaws.com/118/f0/5/171/1/Guardian-of-Democracy-report.pdf

http://www.civicmissionofschools.org/educators/six-proven-practices

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Developing A Consensus: The Good Citizen Most of these national initiatives have definitions which do not use the term ‘Good Citizen’, but it is strongly implied. They have several elements in common:

1. The Good Citizen has learned and can remember key historical events in the creation and development of democracy, including seminal documents and the ideas contained therein; but it is not enough to have “taken” American and World history courses and scored well on tests.

2. The Good Citizen has an intellectual capacity to critically analyze ideas, philosophies, and interpretations, and to develop an active habit of mind in evaluating books, texts, media, and all manner of communications; but it is not enough if the knowledge and capacity to think critically are not applied in the real world;

3. The Good Citizen actively participates in civic life, including political life, but it is not enough to routinely vote every couple of years;

4. The Good Citizen has an admirable character, genuinely cares about the wellbeing of other citizens in immediate community and the larger society, reflecting idealism and a sense of personal responsibility. In other words, citizenship education is related to character education.

The Naturalization Test Initiative Since 2014, there has been initiative to implement the naturalization test (administered to immigrants seeking U.S. citizenship) into high schools as a graduation requirement. The test is concerned with the history and government of the U.S., with 100 questions. As of April 2015, five states - Arizona, Utah, North Dakota, Tennessee and Idaho have passed Legislation for the naturalization test to be implemented in high schools and for students to score at least 60% to graduate. According to the Civics Education Initiative , there are another 17 states with such legislation is under consideration. In the 2015 Hawai‘i Legislative Session, a bill to mandate the citizenship test was introduced, but failed to receive a hearing. As described by the website’s FAQs, a rationale for using the test illustrates an emergent concern over the status of civic education and what to do about it.

Q. How does the Civics Education Initiative address this problem? A. The Civics Education Initiative is simple in concept. It requires high school students, as a condition for graduation, to pass a test on 100 basic facts of U. S. history and civics taken from the United States Citizenship Civics Test – the test all immigrants applying for US citizenship must pass.

http://civicseducationinitiative.com/

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Q. How do immigrants taking the test compare to our own High School students? A. According to the U. S. Citizenship and Immigration Services (USCIS), 92% of immigrants who take the required civics test for citizenship pass. Yet, studies of Oklahoma and Arizona High School students showed less than 4% of students passing the same test. (Source: Daily Kos http://tinyurl.com/pphtqke) Q. Why use this specific USCIS US Citizenship Civics Test? A. We already require by Federal law that new citizens must learn these 100 facts so they can be prepared to be active and engaged citizens. By using this well-established test, there is no cost to develop a new test, and next to no cost involved to administer the test. Moreover, a myriad of study materials for this test already exist. Q. What does the Civics Education Initiative legislative language specifically say? A. All (State) High School students, attending any public or charter school, or a student seeking a general educational development (GED) equivalency, shall, as a condition of High School graduation or its equivalency, take and receive a passing grade on the United States Citizenship Civics Test, produced by the United States Citizenship and Immigration Services(USCIS). The test shall be the specific 100 questions used by the USCIS and administered to all applicants for U. S. citizenship. High School students shall be tested on all 100 questions, with a minimum score of 60% being required for passage. High School Students may take the test as many times as necessary for passage, but must pass the test prior to receiving a certificate of High School graduation or a GED equivalency. All (State) schools shall certify that a student has taken the test and received a passing grade on the test, in a way it deems as adequate to ensure the requirements of this Act are followed.

Hawai‘i’s DOE Definitions, Approaches and Requirements From the Content and Performance Standards Database, any of the current strands and standards relating to Social Studies can be accessed (Excerpts of the strands can be found in Appendix A, B and C). However, there is currently no formal government initiative (or additional funding) associated with the HI DOE to enhance civic education. The Hawai‘i State Board of Education has among it’s “to do” policies the development of one for civic education. State Laws:

There is a Standards-based curriculum: "(b) School complexes may choose to develop an articulated and aligned K-12 standards-based curriculum in one or more of the following core content areas: (1) Language arts; (2) Mathematics; (3) Science; and (4) Social studies." (HRS §302A-321 (b))

Graduation Requirements:

Four credits in social studies including Modern History of (0.5 credit) and Participation in a Democracy (0.5 credit). ( State Board of Education Policy 4540) Although U.S. History and World History are not required under the State Board of Education’s graduation policy, they are listed as required high school social studies

http://tinyurl.com/pphtqke

http://165.248.72.55/hcpsv3/

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courses according to the State Department of Education’s Authorized Courses and Code Numbers manual.

Assessment Requirements:

There is currently no state assessment particular to civics. However, the Educational Accountability System is "an annual statewide assessment program that provides a report card containing trend data on school, school complex, and system performance at selected benchmark grade levels with performance indicators in areas relating to student achievement, safety and well-being, and civic responsibility." (HRS §302A-1004)

This ‘civic responsibility’ portion of the report card documents numbers of young voters and volunteering hours recorded of students. The Hawai‘i State Board of Education has not yet adopted a policy on civic education but it has adopted a policy for character education, which clearly overlaps with some attributes of citizenship: (emphasis added)

BOARD OF EDUCATION CHARACTER EDUCATION POLICY 2109 The vitality and viability of our democratic way of life are dependent on all students developing into responsible and caring citizens who respect themselves, others, and the world in which they live. Character education is the process through which students are provided opportunities to learn and demonstrate democratic principles and core ethical values such as civic responsibility, compassion, honesty, integrity, and self-discipline. The Department shall identify a common core of ethical values which will be promoted throughout the public school system and serve as standards for student behavior and character development. Character education must be incorporated into the curriculum at each grade level in the public schools. For character education to flourish, it must be infused into the culture of each classroom as well as the entire school. Students need continuing, real-life opportunities to learn to act morally and ethically. The ultimate objective is the development of students who make virtues integral parts of their personality. Effective character education requires moral leadership from school administrators, staff and students. Moreover, parents and community members need to be enlisted as full partners in the schools' character-building program to strengthen its effectiveness. Evaluation of character education, based on improvements in student conduct, is essential within each school as well as the entire school system.

Much of the current focus for citizenship and civic education is embedded in Social Studies Standards which are applied at all grade levels, with specific grade level benchmarks, sample performance assessments, and rubrics suggesting a continuum of proficiencies. These standards can be found at: http://165.248.72.55/hcpsv3/ .

http://arch.k12.hi.us/PDFs/trends/2014/Act51_State.pdf

http://165.248.72.55/hcpsv3/

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Standard 3: History: PARTICIPATION IN A DEMOCRACY-Understand important historical events and ideas related to the development of civics and political science Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives. Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action.

Benchmarks, topics, suggested assessments, and rubrics are unevenly applied to various grade levels. Grade 9 has detailed topics, benchmarks, and rubrics under all the standards (See Appendix A), while Grade 11 has only the standards, but no benchmarks (See Appendix B). The most comprehensive inferred definition of civic knowledge can be found in the benchmarks, topics, and rubrics for a specific senior high school approved course: Political Science and Government. (See Appendix C) Key topics include

political institutions, political documents values & principles of democracy foreign policy international organizations citizenship election process public policy

Conclusions & Recommendations

Nationally, there are a host of organizations that have created resources for improving civic literacy for students through school and teacher resources. Most states examined also have multiple resources for Social Studies teachers, and commonly had state led initiatives or partnerships with organizations that promoted civic education. There is no need to spend time and resources to create these basic resources. Hawai‘i was the only state examined that did not have any formally adopted policies, initiatives to boost civic literacy. In terms of Graduation and Credit Requirements, Hawai‘i is either on par with (Oregon and California) or behind in amount students are required to study for graduation. Regarding State Assessment or Accountability, Hawai‘i is alone in that

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its accountability measures and laws do not directly relate to a specific assessment or measuring body of knowledge. HEPC recommends that the Hawai‘i State Board of Education initiate discussions that will lead to the adoption of a clear and detailed policy on civic education. The existing policy promoting character education is little more than a guideline, with no specific measurements as to whether it is implemented or effective. To ensure that a new policy promoting civic and citizenship education has a significant impact on graduates and their role as citizens, HEPC suggests that an effective policy include the following:

a. Setting achievable knowledge and engagement goals for all high school graduates – similar to The Good Citizen ideal identified above;

b. Defining civic and citizenship education programs with clarity for parents, schools, teachers and students – including cross referencing civic education with character education, extended school learning, and service learning;

c. Facilitating implementation of the goals at the school and classroom levels; and d. Identifying and implementing reasonable and affordable formative assessments.

HEPC also recognizes that developing good citizens does not rest only on K-12 public schools, but is also the responsibility of private schools, higher education, education reform advocacy organizations, parents, and the business community. Therefore, a larger dialogue among all stakeholders deserves consideration.

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APPENDIX A. DOE Grade 9 Standards The following are the three standards with benchmarks, assessments, and rubrics for 9th grade.

Standard 3: History: PARTICIPATION IN A DEMOCRACY-Understand important historical events and ideas related to the development of civics and political science

Topic Enlightenment

Benchmark SS.9PD.3.1 Describe how ideas of the Enlightenment influenced the American political system

Sample Performance Assessment (SPA) The student: Explains how the Enlightenment ideas of natural rights, limited government, separation of powers, and social contract are expressed in the Declaration of Independence and/or the American Constitution.

Rubric

Advanced Proficient Partially Proficient Novice

Describe, with clear and precise detail, how ideas of the Enlightenment influenced the American political system

Describe, with detail, how ideas of the Enlightenment influenced the American political system

Describe, with minimal detail, how ideas of the Enlightenment influenced the American political system

Ineffectively describe how ideas of the Enlightenment influenced the American political system

Topic Early Historical Events

Benchmark SS.9PD.3.2 Describe how historical events and ideas have influenced American constitutional democracy

Sample Performance Assessment (SPA) The student: Explains how classical republicanism, the Magna Carta, the English Bill of Rights, and the Declaration of Independence influenced American constitutional democracy.

Rubric


Describe, with clear and precise detail, how historical events and ideas have influenced American constitutional democracy

Describe, with detail, how historical events and ideas have influenced American constitutional democracy

Describe, with minimal detail, how historical events and ideas have influenced American constitutional democracy

Ineffectively describe how historical events and ideas have influenced American constitutional democracy

http://165.248.72.55/hcpsv3/imr/report_by_code.jsp?code=SS.9PD.3.1


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Topic Historical Challenges to the Constitution

Benchmark SS.9PD.3.3 Describe how historical challenges to the Constitution over time have resulted in new interpretations of free speech, free press, privacy, civil rights, and voting rights

Sample Performance Assessment (SPA) The student: Explains how the Supreme Court interpreted free speech, free, press, civil rights, and the right to vote, over time.

Rubric


Describe, with clear and precise detail, how historical challenges to the Constitution over time have resulted in new interpretations of free speech, free press, privacy, civil rights, and voting rights

Describe, with detail, how historical challenges to the Constitution over time have resulted in new interpretations of free speech, free press, privacy, civil rights, and voting rights

Describe, with minimal detail, how historical challenges to the Constitution over time have resulted in new interpretations of free speech, free press, privacy, civil rights, and voting rights

Ineffectively describe how historical challenges to the Constitution over time have resulted in new interpretations of free speech, free press, privacy, civil rights, and voting rights

Strand: GRADE 9 Political Science/Civics

Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the purpose and historical impact of political institutions, the principles and values of American constitutional democracy, and the similarities and differences in government across cultural perspectives

Topic Political Institutions: Governance, Power, and Authority

Benchmark SS.9PD.4.1 Explain how governments derive authority

Sample Performance Assessment (SPA) The student: Chooses an example of government action and describes the basis of the government's authority to act (e.g., Constitution, Divine law, international law, military strength, rule of law).

Rubric


Compare the ways in which governments derive authority

Explain how governments derive authority

Name sources of government authority

Recognize that governments have authority



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Topic Political Institutions: Governance, Power, and

Authority

Benchmark SS.9PD.4.2

Describe how the American Constitution embodies the principles

of rule of law, popular sovereignty, separation of powers, checks

and balances, and limited government

Sample Performance Assessment (SPA) The student: Provides specific examples of constitutional

principles embodied by the Constitution and explains them.

Rubric


Describe, with clear and

precise detail, how the

American Constitution

embodies the principles of

rule of law, popular

sovereignty, separation of

powers, checks and

balances, and limited

government

Describe, with detail,

how the American

Constitution embodies

the principles of rule of

law, popular

sovereignty, separation

of powers, checks and


government

Describe, with minimal detail,

how the American

Constitution embodies the

principles of rule of law,

popular sovereignty,

separation of powers, checks

and balances, and limited

government

Ineffectively describe how

the American Constitution

embodies the principles of

rule of law, popular

sovereignty, separation of

powers, checks and


government

Topic Political Institutions: Governance, Power, and

Authority

Benchmark SS.9PD.4.3 Assess the extent to which the American values of common good,

equality of opportunity, and individual rights have been realized

Sample Performance Assessment (SPA) The student: Assesses whether efforts to reduce discrepancies

between American values and reality have been successful.

Rubric


Assess the extent to which the

American values of common

good, equality of opportunity,

and individual rights have been

realized, taking a position or

making a claim and defending it

with explanations, reasons, or

evidence

Assess the extent to

which the American

values of common good,

equality of opportunity,

and individual rights

have been realized

Explain American

values of common

good, equality of

opportunity, and

individual rights

Recognize American values

of common good, equality

of opportunity, and

individual rights



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Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal,

economic, political), and responsibilities of American citizens and exercise them in civic action

Topic Rights and Responsibilities of Citizens

Benchmark SS.9PD.5.1 Explain the rights, duties, and responsibilities of citizens in a

democracy and the relationship between them

Sample Performance Assessment (SPA) The student: Describes how paying taxes, serving on a jury, and

voting contribute to the common good.

Rubric


Explain, with clear and

precise detail, the rights,

duties, and responsibilities

of citizens in a democracy

and elaborate on the

relationship between them

Explain, with detail, the

rights, duties, and

responsibilities of citizens

in a democracy and the

relationship between

them

Explain, with minimal

detail, the rights, duties,

and responsibilities of

citizens in a democracy

and/or the relationship

between them

Ineffectively explain the

rights, duties, and

responsibilities of citizens

in a democracy and the

relationship between them

Topic Citizenship Participation

Benchmark SS.9PD.5.2 Investigate how citizens can monitor and advocate for a local,

state, or national issue

Sample Performance Assessment (SPA) The student: Formulates a plan to advocate for (e.g., attend

public hearings, write letters) and monitor (e.g., follow the issue

in the media, track a bill as it goes through the legislative

process) an issue of personal concern.

Rubric


Investigate how citizens can

monitor and advocate for a

local, state, or national

issue, extending

investigation into relevant

courses of practical action

Investigate how

citizens can

monitor and

advocate for a

local, state, or

national issue

Investigate how citizens can

monitor or advocate for a local,


Ineffectively investigate

how citizens can monitor

and/or advocate for a local,




17


Benchmark SS.9PD.5.3 Compare the characteristics of major political parties based upon

the philosophy, platform, and support base

Sample Performance Assessment (SPA) The student: Compares the major political parties based upon the

philosophy, platform, and support base.

Rubric


Analyze the characteristics

of major political parties

based upon the philosophy,

platform, and support base,

making significant

connections, insights, and

generalizations

Compare the

characteristics

of major

political parties

based upon the

philosophy,

platform, and

support base

Describe the characteristics of major

political parties based upon the

philosophy, platform, and/or

support base

Ineffectively describe the

characteristics of major

political parties based upon

the philosophy, platform,

and/or support base


Benchmark SS.9PD.5.4 Explain the role of a citizen in the electoral process

Sample Performance Assessment (SPA) The student: Describes how a citizen can demonstrate his/her

roles in the political process as a voter, a candidate, and/or a

political party member.

Rubric



precise detail, the role of a

citizen in the electoral

process


role of a citizen in the

electoral process


detail, the role of a citizen

in the electoral process


role of a citizen in the

electoral process



18


Benchmark SS.9PD.5.5

Demonstrate the role of a citizen in civic action by selecting a

problem, gathering information, proposing a solution, creating an

action plan, and showing evidence of implementation

Sample Performance Assessment (SPA) The student: Evaluates the results of a civic action taken to

address a school, local, state, national, or global issue/problem.

Rubric


Demonstrate the role of a

citizen in civic action by

selecting a significant

problem, gathering relevant

information, proposing an

insightful solution, creating

a clear and detailed action

plan, and showing

substantial evidence of

implementation


citizen in civic action, by

selecting a problem,

gathering information,

proposing a solution,

creating an action plan,

and showing evidence of

implementation


citizen in civic action by

selecting a problem,

gathering information,

proposing a solution, and

creating an action plan

Ineffectively demonstrate

the role of a citizen in civic

action, as multiple aspects

of the process are missing


19

APPENDIX B. DOE Grade 11 Standards


Standard 4: Political Science/Civics: GOVERNANCE, DEMOCRACY, AND INTERACTION-Understand the

purpose and historical impact of political institutions, the principles and values of American constitutional

democracy, and the similarities and differences in government across cultural perspectives

Topic Comparative Government

Benchmark SS.11.4.1 Compare the features of republican and absolutist governments

that emerged in 17th century Europe

Sample Performance Assessment (SPA) The student: Analyzes the differences between a republic (e.g.

England after the Glorious Revolution) and an absolute

monarchy (e.g. France during the reign of Louis XIV).

Rubric


Analyze the features of

republican and absolutist

governments that

emerged in 17th century

Europe, making

significant connections,

insights, and

generalizations

Compare the features of


governments that


Europe, making

connections, insights, and

generalizations

Explain the features of


governments that


Europe

Identify the features of


governments that


Europe


Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-Understand roles, rights (personal,

economic, political), and responsibilities of American citizens and exercise them in civic action

Topic

Benchmark SS.11.5 No benchmark at this level

Sample Performance Assessment (SPA)

http://165.248.72.55/hcpsv3/imr/report_by_code.jsp?code=SS.11.4.1

http://165.248.72.55/hcpsv3/imr/report_by_code.jsp?code=SS.11.5

20

APPENDIX C. High School Political Science & Government Course.

Content Area: Social Studies

Grade/Course: Political Science/ Government / ACCN: No ACCN

Strand: High School Political Science

Standard 1: Understand how the concepts of governance, power, authority, and democratic ideals are embodied in the United States Constitution

Topic Political Institutions

Benchmark SS.PSG.1.1 Explain how the United States exhibits essential characteristics of limited government (e.g., constitutional restraints on power and authority, rule of law, political and economic freedoms)


The student: Makes connections between acts of government not allowed in the United States and what part of the Constitution makes each act illegal.

Rubric


Explain, with clear and precise detail, how the United States exhibits essential characteristics of limited government

Explain, with detail, how the United States exhibits essential characteristics of limited government

Explain, with minimal detail, how the United States exhibits essential characteristics of limited government

Ineffectively explain how the United States exhibits essential characteristics of limited government


Benchmark SS.PSG.1.2 Compare different forms of government (e.g., federal and unitary systems; parliamentary systems; systems of shared power), explaining the potential and limitations of each


The student: Differentiates one form of government from another by listing attributes of each form in a chart or graphic organizer.

Rubric


Compare different forms of government, explaining the potential and limitations of each with clear and precise detail

Compare different forms of government, explaining the potential and limitations of each with detail

Compare different forms of government, explaining the potential and limitations of each with limited detail.

Ineffectively compare different forms of government

21

Topic Political Documents

Benchmark SS.PSG.1.3

Explain the importance of fundamental political documents (e.g., Magna Carta, English Bill of Rights, Declaration of Independence, U.S. Constitution, Articles of Confederation, Virginia Plan) to the American system of government


The student: Describes how the American system of government might be different today if there was no Bill of Rights.

Rubric


Explain the importance of fundamental political documents to the American system of government, drawing relevant conclusions supported by clear and precise detail

Explain the importance of fundamental political documents to the American system of government, drawing relevant conclusion

Explain the importance of fundamental political documents to the American system of government, drawing partially relevant conclusions

Ineffectively explain the importance of fundamental political documents to the American system of government

Topic Values and Principles of Democracy


Investigate issues in which the fundamental values and principles of American democracy may be in conflict (e.g., majority rule and minority rights, liberty and equality, individual rights and the common good, privacy and the public’s right to know)


The student: Researches a historic or contemporary example of the government’s use of “eminent domain” laws to take property for the common good or the use of warrants to search personal property, identifying the specific conflict of public and private interest.

Rubric


Investigate issues in which the fundamental values and principles of American democracy may be in conflict, drawing relevant conclusions supported by clear and precise detail

Investigate issues in which the fundamental values and principles of American democracy may be in conflict, drawing relevant conclusions

Investigate issues in which the fundamental values and principles of American democracy may be in conflict, drawing partially relevant conclusions

Investigate issues in which the fundamental values and principles of American democracy may be in conflict, drawing irrelevant conclusions

22

Standard 2: Understand the role of United States policies in international relations

Topic Foreign Policy


Explain the forces that influence United States foreign policy (e.g., business

and labor organizations, interest groups, public opinion, ethnic and religious

organizations)

Sample Performance

Assessment (SPA)

The student: Identifies interest groups that actively lobby for a particular

foreign policy issue and describes their purposes and goals.

Rubric



precise detail, the forces

that influence United

States foreign policy


forces that influence

United States foreign

policy


detail, the forces that

influence United States

foreign policy


forces that influence

United States foreign

policy



Explain the strategies used to carry out United States foreign policy (e.g.,

diplomacy; economic, military, and humanitarian aid; treaties; sanctions;

military intervention; covert action)

Sample Performance

Assessment (SPA)

The student: Explains methods used to carry out a particular policy in U.S.

international relations (e.g., U.S. sanctions on Iran, North Korea, or Cuba).

Rubric



precise detail, the

strategies used to carry

out United States foreign

policy




policy


detail, the strategies

used to carry out United

States foreign policy




policy

23

Topic International Organizations

Benchmark SS.PSG.2.4 Explain the influence of international organizations (e.g., NATO, United

Nations, World Trade Organization) on U.S. foreign and domestic policies

Sample Performance

Assessment (SPA)

The student: Explains the influence of the Convention on Climate Change on

U.S. environmental policy.

Rubric



precise detail, the

influence of

international

organizations on U.S.

foreign and domestic

policy


influence of

international



policy


detail, the influence of

international



policy


influence of

international



policy


Benchmark SS.PSG.2.5 Describe the powers and responsibilities of the President and Congress in

the area of foreign affairs and national security

Sample Performance

Assessment (SPA)

The student: Reads Articles I and II of the U.S. Constitution and explains the

powers related to foreign affairs that are shared between the executive and

legislative branches.

Rubric


Describe, with clear and

precise detail, the

powers and

responsibilities of the

President and Congress

in the area of foreign

affairs and national

security

Describe, with detail, the

powers and





security

Describe, with minimal

detail, the powers and





security

Ineffectively describe

the powers and





security

24

Standard 3: Understand the political party system and the roles, rights, and responsibilities of

American citizens

Topic Citizenship


Identify ways to be an active citizen (e.g., through volunteerism, activism,

voting, socially responsible actions) who affects positive change in the

community, state, nation, or world

Sample Performance

Assessment (SPA)

The student: Creates a plan for the community that will better the conditions

of local natural resources.

Rubric


Identify a wide variety of

ways to be an active

citizen who affects

positive change in the

community, state,

nation, or world

Identify a variety of

ways to be an active

citizen who affects

positive change in the

community, state,

nation, or world

Identify some ways to be

an active citizen who

affects positive change

in the community, state,

nation, or world

Identify very few ways

to be an active citizen

who affects positive

change in the

community, state,

nation, or world

Topic Citizenship

Benchmark SS.PSG.3.2 Describe the importance of civic dispositions or virtues to the preservation

and improvement of civil society and government

Sample Performance

Assessment (SPA)

The student: Explains why civic dispositions (e.g., tolerance, fairness, respect

for the opinions of others, commitment to the truth, civility) are needed for

effective citizenship in a constitutional democracy.

Rubric


Describe the importance

of civic dispositions or

virtues to the

preservation and

improvement of civil

society and government,

providing relevant

examples supported by

clear and precise detail



virtues to the

preservation and



using relevant examples



virtues to the

preservation and



using partially relevant

examples

Ineffectively describe

the importance of civic

dispositions or virtues to

the preservation and


society and government

25

Standard 2: Understand the role of United States policies in international relations


Benchmark SS.PSG 2.3 Examine critical foreign policy issues and critique a recent administration’s

success in dealing with them

Sample Performance

Assessment (SPA)

The student: Evaluates the Bush administration’s foreign policy in Iraq and

Afghanistan.

Rubric


Examine critical foreign

policy issues and

critique a recent

administration’s success

in dealing with them,

presenting clear and

precise supporting

evidence


policy issues and

critique a recent



presenting supporting

evidence


policy issues and

critique a recent



presenting minimal

supporting evidence


policy issues and

critique a recent



presenting weak

evidence or no

evidence

Standard 3: Understand the political party system and the roles, rights, and responsibilities of

American citizens

Topic Election Process

Benchmark SS.PSG.3.3 Assess the impact of the media on American politics. (e.g., campaigns,

elections, the aims of political parties)

Sample Performance

Assessment (SPA)

The student: Evaluates the degree to which the televising of the Vietnam war

affected American politics.

Rubric


Assess the impact of the

media on American

politics, drawing relevant

conclusions supported by

clear and precise detail

Assess the impact of

the media on American

politics, drawing

relevant conclusions

Assess the impact of the

media on American

politics, drawing

partially relevant

conclusions

Ineffectively assess the

impact of the media on

American politics

26

Topic Election Process

Benchmark SS.PSG.3.4 Compare the positions of political parties on contemporary issues based on

their differing ideologies

Sample Performance

Assessment (SPA)

The student: Compares the positions of different political parties on

contemporary issues such as the death penalty, abortion, global warming,

and immigration.

Rubric


Evaluate the positions of

political parties on

contemporary issues

based on differing

ideologies

Compare the positions

of political parties on

contemporary issues

based on differing

ideologies

Describe the positions of

political parties on

contemporary issues

based on differing

ideologies

Recognize the positions

of political parties on

contemporary issues

based on differing

ideologies

Topic Public Policy

Benchmark SS.PSG.3.5 Explain how the public agenda is set by political leaders, institutions, parties,

and citizens

Sample Performance

Assessment (SPA)

The student: Describes influences on public policy by citing a recent example

of an issue that has increased in visibility (e.g., gay marriage, global

warming).

Rubric



precise detail, how the

public agenda is set by

political leaders,

institutions, parties, and

citizens

Explain, with detail, how

the public agenda is set

by political leaders,


citizens


detail, how the public

agenda is set by political

leaders, institutions,

parties, and citizens

Ineffectively explain

how the public agenda is

set by political leaders,


citizens

27

APPENDIX D Examples of Other State’s efforts and Resources Four states were chosen to provide examples, with their state’s DOE websites searched for social studies curriculum or other civic education resources. The NCLCE’s 50 State Analysis was used to provide pertinent laws, requirements for graduation and the accountability (assessment). California California’s DOE website has a page dedicated to their Civic Education Initiative. Resources found on the page include several links to outside organization specific to Californian schools, ‘Blueprints for Action’, and work currently being undertaken by the initiative. The blueprint in particular is beneficial for teachers, who can look to it for standards, curriculum placement and similar. California’s DOE has created a comprehensive approach to Civic Literacy and can be found in the History and Social Sciences Standards and Framework. These standards are clear on what Californian students should be learning in Civic Education. These however, are now over 14 and 10 years old. The Civics Education Initiative, headed by the Task Force on K-12 Civic Learning, who has created a blueprint for integrating more in-depth civic literacy into the classroom by providing teachers with suggestions and resources. However, for all the resources, there is no evidence to show that Civic Education is mandatory or tested across the state. Using Community partners and getting students to participate in civic engagement outside the classroom with all levels of educators is a priority of the civic literacy overhaul. Furthermore, it is encouraged for educators utilizing their natural connections outside the classroom for active participation. Civic Education State Laws Requirement:

Social Studies is included in the adopted course of study for grades 1-6 under Cal Ed Code § 51210, and Cal Ed Code § 51220 for grade 7-12. Additionally, Cal Ed Code § 33540 asks that requires the Curriculum Development and Supplemental Materials Commission to revise history-social science course requirements, while Cal Ed Code 51221.3 pertains to personal testimony in instruction in regards to World War II and the American role in that war, as well as the Korean War and Vietnam War.


Three courses in Social Studies, one in American Government. Assessment Requirements:

Students participate in a History/ Social Sciences test in Grades 8, 10 and 11, with results published on the State Accountability Report Card.

http://www.ecs.org/html/educationIssues/CitizenshipEducation/CitEdDB_intro.asp

http://www.cde.ca.gov/eo/in/civicedinitiative.asp

http://www.cde.ca.gov/be/st/ss/documents/histsocscistnd.pdf

http://www.cde.ca.gov/ci/cr/cf/documents/histsocsciframe.pdf

28

Oregon In 2007, Oregon’s Legislative Assembly passed House Bill 2584, which created the Task Force on Civics and Financial Education, with a role on making recommendations on how to improve civic and financial literacy from K-12. The proceeding charter looked at vital questions on the current state civic education and how to improve it in Oregon’s schools. Oregon’s DOE Civic Education resources are placed under its Social Sciences portion of Teaching and Learning. Included on the website s Standards Based Resources, as well as Educator Resources, Oregon Teacher Newsletters and updates, and links to the Oregon based Task Force on Civic Education. In 2011, Social Sciences standards were updated across K-12, including many of the recommendations of the task force. However, Oregonian law does not specifically require that a student takes a unit of civics to graduate. Rather, a student is required to take 3 credits in economics, history, geography or civics while in high school. Civic Education State Laws Requirement:

Under OAS 329.025, Oregon schools are accountable for providing "students an educational background to the end that they will function successfully in a constitutional republic, a participatory democracy and a multicultural nation and world;" and providing "students with the knowledge and skills that will provide the opportunities to succeed in the world of work, as members of families and as citizens."

Graduate Requirements:

Three Units of History, Civics, Geography and Economics (although a student may choose the other three, and therefore not partake in any Civics education). High school students must also be assessed in ‘Essential Skills’, which include skills that demonstrate civic and community engagement.


Civics and Government is a category on the Oregon Social Science Assessment. Washington Washington State has a Civic Education Initiative and a host of laws that see civic literacy as a must in students’ education. Beginning with the graduating class of 2016, every student must take a .5 credit in Civics in order to graduate. Washington’s Social Studies page is found under Teaching and Learning. Here there can be found Social Sciences standards, teaching resources, assessment requirements, information for Social Studies teachers, and the Civic Education Initiative which is explained in full and is linked to Washington’s laws requiring its students to be taught Civic Education. The DOE endorses using the College, Career and Civic Life Framework (C3).

http://www.ode.state.or.us/teachlearn/subjects/socialscience/cfetaskforcecharter.pdf

http://www.ode.state.or.us/search/page/?id=1738

https://www.k12.wa.us/SocialStudies/civiceducation.aspx

https://www.k12.wa.us/SocialStudies/RCW-WAC.aspx

https://www.k12.wa.us/SocialStudies/default.aspx

29

The Office of the Superintendent of Public Instruction ,responsible for the statewide testing for Social Studies, the Arts, Health and Fitness, and Educational Technology, and administers annual tests to schools, has a comprehensive plan for testing of social studies. From the standards, framework, assessments, and accompanying laws, it is clear that each student in the State would be receiving a comprehensive civic education. Civic Education State Laws Implemented:

Under law Rev. Code Wash. § 28A.150.210, the goal of the basic education act for the schools of the state of Washington includes providing "students with the opportunity to become responsible and respectful global citizens ..."

Furthermore, "The legislature finds that instruction in social studies, arts, health, and fitness is important to ensure a well-rounded and complete education. In particular, the civic mission of schools is strengthened and enhanced by comprehensive civics education and assessments. The legislature finds that effective and accountable democratic government depends upon an informed and engaged citizenry, and therefore, students should learn their rights and responsibilities as citizens, where those rights and responsibilities come from, and how to exercise them." (Rev. Code Wash. § 28A.230.095 [Notes: Findings–2006 c 113 § 1.])


The minimum requirement is 2.5 credits, including one credit in U.S. history and government, one-half credit in Washington state history and government, and one credit which can be filled with an elective civics course.


The Essential Academic Learning Requirements (EALR), i.e., standards, are accompanied by Components which more fully define and give more specific information about the EALR, and by Grade Level Expectations (GLE) which provide a grade-by-grade sequence of concepts, regional areas and chronological periods based on the framework of the EALRs and their components.

New York New York’s Education Law, specifically Article 17, requires that students are instructed in patriotism, civility, elections, and other similar issues. As such, the DOE provides a breakdown of what students learn and when, and predicts that in high school, students should receive 90 minutes of civic education weekly. In order to graduate in New York’s schools, a student is required to take .5 units in Participation in Government course, and pass the Regents exam on United States History and Government

The Civic Education portion can be found directly through New York’s State Education Department, along with the state’s curriculum and standards for the subject. Updated as recently as 2008, a Civics Education Toolkit has been provided for educators to utilize for

https://www.k12.wa.us/SocialStudies/Assessments/default.aspx

http://www.p12.nysed.gov/ciai/socst/ssfaq.html

http://www.p12.nysed.gov/ciai/socst/ssfaq.html

http://www.p12.nysed.gov/ciai/civics.html

http://www.p12.nysed.gov/ciai/civics/resources.html

http://www.p12.nysed.gov/ciai/civics.html

30

their classrooms and how they can link the standards required to in class and out of class participation. Civic Education State Laws Requirement:

Under NY CLS Educ §3204.3, instruction in civics is required as part of the public school course of study.


Four units of credit in social studies, to include one unit of credit in American history and one half unit of credit in participation in government and one half unit of credit in economics or their equivalent. To qualify for a Regents or a local diploma, students must pass the Regents exam in United States History and Government. (8 NYCRR §100.5)


Social Studies is tested in the 5th and 8th grades as well as in high school. (8NYCRR § 100.1) Assessments in U.S. History and Government (results of the Regents Examinations) are included in the New York State District Report Cards and in the New York State Report Card.

31

APPENDIX E- CIVIC EDUCATION ORGANIZATIONS ADP – The American Democracy Project The ADP is “a multi-campus initiative focused on public higher education’s role in preparing the next generation of informed, engaged citizens for our democracy. The project began in 2003 as an initiative of the American Association of State Colleges and Universities (AASCU), in partnership with The New York Times.” The Campaign for the Civic Mission for Schools This is a coalition of 70 education, civic learning, civic engagement and business groups with a mission to improve the quality and quantity of civic education in schools through local and national levels. Their 2003 report, The Civic Mission of Schools, forms the foundation of many of the group’s recommendations. The Center for Civic Education The Center is “a nonprofit, nonpartisan organization based in California. The Center’s programs are implemented with the assistance of a network of public- and private-sector organizations and educational leaders in every state and congressional district in the country and in more than eighty other countries, many of which are emerging and advanced democracies.” CIRCLE – The Center for Research on Civic Learning and Engagement. CIRCLE… “focuses on young people in the United States, especially those who are marginalized or disadvantaged in political life. CIRCLE’s scholarly research informs policy and practice for healthier youth development and a better democracy.” Civics Education Initiative “The Civics Education Initiative was created with three goals in mind: first and foremost to bring attention to this “quiet crisis” to ensure students graduate with the tools they need to become informed and engaged citizens; second, to get civics education back in classrooms across this country; lastly, that the Civics Education Initiative should be only the first step in expanding civic awareness and learning for our students – we don’t want them to stop with just this one program, but for the Civics Education Initiative to serve as a foundation for a re-blossoming of civic learning and engagement.”

College, Career & Civic Life: C3 Framework for social studies state standards As a product of collaboration between professional and national organizations, the C3 framework is becoming increasingly adopted by states and teachers as a teaching resource. Covering the 4 major themes in Social Studies: Civics, Economics, History and Geography,

http://www.aascu.org/programs/ADP/

http://www.civicmissionofschools.org/

http://civicmission.s3.amazonaws.com/118/f7/1/172/2003_Civic_Mission_of_Schools_Report.pdf

http://www.civiced.org/home

http://www.civicyouth.org/about-circle/

http://civicseducationinitiative.com/about-us/

http://www.socialstudies.org/system/files/c3/C3-Framework-for-Social-Studies.pdf

32

the C3 Framework provides multiple dimensions for Social Studies teachers to use as for their classroom practice.

NAEP – The National Assessment of Educational Progress As a branch of the National Center for Educational Statistics, the NAEP is tasked with collecting data on the state of student’s learning at a federal level. Although Civics is not singled out as an area of concern, or given special study, the center does collect much data on and unique insight into curriculum and assessment on the subject. In 2010, the NAEP administered a nation-wide test on Civics, created by researchers, policy makers and interested community members, to over 26,000 students in Grades 4, 8 and 12.

NCLCE – National Center for Learning and Civic Engagement Under the Education Commission of the States (ECS), the NCLCE has a mission to reestablish the civic purpose of schools and better states’ civic education in a Pre-K to Postsecondary setting. It states that it is different from other civic education organizations in that it gives specific support to states’ policy makers, rather than general support. It has created the District Leaders Network, made up from superintendents and school board members from the various states, who are mentored on how to support and develop effective civic education in their area.

http://nces.ed.gov/nationsreportcard/civics/

http://www.ecs.org/html/projectsPartners/nclc/nclc_main.htm

http://www.ecs.org/default.asp