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Civic education is the cornerstone of a functioning democracy, yet recent evaluations reveal significant gaps in how it is taught across the nation. High-quality civics and U.S. history instruction is essential for developing informed, engaged citizens who can navigate the complexities of modern society.
Peyton’s testimony is an example of “action civics,” a growing, if controversial, trend in American education of which Massachusetts is the undisputed leader. Peyton Amaral, an eighth grader at Morton MiddleSchool in Fall River, Mass., They liken it to a laboratory in science class, where students learn civics by doing civics.
Some school districts, local governments and nonprofit groups across the country have galvanized this youth activism by giving students opportunities to participate in leadership roles and democracy in ways that go beyond civics classes and student government. Related: Making America whole again via civics education.
Fortunately, in light of democracy’s fragility, there has been a steady increase in initiatives from federal and state governments to incorporate civics education in K-12 classrooms. In 2020, California adopted a State Seal of CivicEngagement that high school students can earn upon graduation.
As a math educator at the high school and middleschool levels, I lived for the moments when students’ furrowed brows ever-so-slightly began to unfold and smiles emerged. They offer an invitation to analyze how mathematics can be applied to promote civicengagement, advocacy, policy change and increased access to resources.
Teaching civics and government is different from teaching history—it really requires a different set of go-to lesson ideas and projects. So, if you are brand new to the subject and need to know everything about how to teach civics, or you’re struggling to find ways to go beyond the textbook, welcome!
The February 14 school shooting at Marjory Stoneman Douglas High School in Parkland, Florida, gave new life to student activism, prompting a level of civicengagement among students that many had never considered. Van Tasel made sure students had time during the school day to work on their projects.
“If your goal is self-actualization for the child, and you want them to discover what they’re good at, then personalizing learning sounds like it would be really wonderful,” said Daniel Willingham, a psychology professor at the University of Virginia who studies how cognitive psychology applies to schooling.
The superintendent called the process a “Nor’easter” that damaged the school district’s reputation and diverted his attention from substantive issues, including curriculum planning and supporting students in the transition from middleschool to high school. Affluent parents bring powerful resources to schools.
has a population of just 103 people, but civicengagement is high, including intense public support for its tiny school district. One day in spring, three middle-school boys followed along diligently as she loomed above them like a friendly Wizard of Oz. The small town of Campo, Colo.,
Smith, Professor of Political Science, Emporia State University Between 10 and 15 years ago, Political Science experienced a renewed interest in civic education. Graham and I collaborated, and I reached out to local high schoolcivics teachers in Kansas and western Missouri in hopes of meeting with them and sharing our ideas.
Something that was a really common thread was older students who said they had the exact same experience in middleschool or high school, where for 20 minutes, they thought they were dying, and they were texting their goodbyes to their parents, and then it turned out to be just a drill,” she says.
Staring at the faces of the middleschool teachers on her computer screen, Principal Laina Cox felt the tears welling up — again. Before the coronavirus shutdown, middleschool Principal Laina Cox works with students at Capital City Public Charter School in Washington D.C. The subject line read: “Living history.”.
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