Civics Education

Thoughts from the Middle

Civics Education

By

Robert Fischer

Like many of you, I have been busy with life!  Lawns need to be mowed, flower beds cleaned, etc.  However, it is time to think about some of the more important things in life outside of family, friends, and home.

Introduction

How many of you have taken time to read our Constitution?  If you were lucky, you were probably required to become familiar with at least parts of it when you were in either junior high or high school.  You may have even taken a Constitution exam in order to graduate.  I’m not too sure how many of us remember what we were taught, and actually practice good civic involvement.  I am even more concerned that the younger generations, who had less exposure to civics, are letting our democracy slide into the hands of the few.  What has happened to civics education and citizen activism?

A Brief History

Our founding fathers envisioned a democratic nation where the average citizen participated in the election of representatives who voted their constituents’ views.  They repeatedly stated their belief that a public education to prepare our youth for active participation in our self-government was essential to the survival of a healthy democracy.  Citizens should be able to debate using critical thinking.  Name calling and “one lane” thinking were not considered to be valuable skills!  They wanted our educational system to teach responsible engagement in government affairs.

George Washington said, “A primary object . . . should be the education of our youth in the science of government.  In a republic, what species of knowledge can be equally important?  And what duty more pressing . . . than communicating it to those who are to be the future guardians of the liberties of the country?” Thomas Jefferson believed that an educated population was essential to keeping the government in check.  He said, “ I know of no safe depositor of the ultimate powers of society but the people themselves, and if we think them not enlightened enough to exercise their control with a wholesome discretion [freedom of choice], the remedy is not to take it from them, but to inform their discretion by education.  This is the true corrective of abuses of constitutional power.”

Civics Education Today

Our founders wanted not only an electorate that would understand the concepts of self-government, but who also could be critical in their thinking, and able to debate issues with passion–  not anger.  One sided belief was not good for the country.  Fifty years ago, it was not uncommon for American high schools to have three civics oriented courses.  (http://neatoday.org/2014/90/02/the-testing-obsession-and-the-disapperaing-curriculum-2/)

Today, most schools only have one civics course.  All 50 states require some form of government class; however, many of these offerings are nothing more than preparations for state mandated constitution tests.  The attention is on rote memorization rather than meaningful interaction with the subject matter.  Students should be required (or at least encouraged) to look at pending legislation, learn to debate (seeing both sides of an issue), study superior and Supreme Court decisions and their impact, and perhaps volunteer for community activities.  The students at Parkland and their supporters are certainly getting a hands on experience! They are to be commended.

What Can Be Done?

The National Education Associates suggests the following actions:

• Provide formal instruction in government, our history, and democracy that is more than rote memorization to pass a Constitution test.
• Include discussion of current events in classroom discussions.
• Find ways to allow students to experience what they learn in the classroom – e.g., simulated elections and debates.
• Encourage community involvement.
• Expand the role of student government organizations. Give them real issues and real power to find solutions.
• Support teachers who talk about politics and current events.

Unless we provide the information and tools needed to make our democracy work, we will end up losing that which we cherish most — our freedom.