1. No category

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
1
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.
2
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
3
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.
4
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
5
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.
6
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.
7
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.
8
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
9
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/ .
10
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 INTERACTIONUnderstand 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
11
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.
12
APPENDIX A. DOE Grade 9 Standards
The following are the three standards with benchmarks, assessments, and rubrics for 9 th 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
Advanced
Proficient
Partially Proficient
Novice
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
13
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
Advanced
Proficient
Partially Proficient
Novice
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
Advanced
Proficient
Compare the ways in which Explain how
governments derive
governments derive
authority
authority
Partially Proficient
Novice
Name sources of
government authority
Recognize that
governments have
authority
14
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
Advanced
Proficient
Partially Proficient
Novice
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
balances, and limited
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
balances, and limited
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
Advanced
Proficient
Partially Proficient
Novice
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
15
Strand: GRADE 9
Political Science/Civics
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
Advanced
Proficient
Partially Proficient
Novice
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
Advanced
Proficient
Partially Proficient
Investigate how citizens can
monitor and advocate for a
local, state, or national
issue, extending
investigation into relevant
courses of practical action
Investigate how Investigate how citizens can
citizens can
monitor or advocate for a local,
monitor and
state, or national issue
advocate for a
local, state, or
national issue
Novice
Ineffectively investigate
how citizens can monitor
and/or advocate for a local,
state, or national issue
16
Topic
Citizenship Participation
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
Advanced
Proficient
Partially Proficient
Novice
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
Topic
Citizenship Participation
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
Advanced
Proficient
Partially Proficient
Novice
Explain, with clear and
precise detail, the role of a
citizen in the electoral
process
Explain, with detail, the
role of a citizen in the
electoral process
Explain, with minimal
Ineffectively explain the
detail, the role of a citizen role of a citizen in the
in the electoral process
electoral process
17
Topic
Citizenship Participation
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
Advanced
Proficient
Partially Proficient
Novice
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
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
Demonstrate the role of a
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
18
APPENDIX B. DOE Grade 11 Standards
Strand: GRADE 11
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
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
Advanced
Proficient
Partially Proficient
Novice
Analyze the features of
republican and absolutist
governments that
emerged in 17th century
Europe, making
significant connections,
insights, and
generalizations
Compare the features of
republican and absolutist
governments that
emerged in 17th century
Europe, making
connections, insights, and
generalizations
Explain the features of
republican and absolutist
governments that
emerged in 17th century
Europe
Identify the features of
republican and absolutist
governments that
emerged in 17th century
Europe
Strand: GRADE 11
Political Science/Civics
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)
19
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
Explain how the United States exhibits essential characteristics of limited
Benchmark SS.PSG.1.1 government (e.g., constitutional restraints on power and authority, rule of
law, political and economic freedoms)
Sample Performance
Assessment (SPA)
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
Advanced
Proficient
Partially Proficient
Novice
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
Topic
Political Institutions
Compare different forms of government (e.g., federal and unitary systems;
Benchmark SS.PSG.1.2 parliamentary systems; systems of shared power), explaining the potential
and limitations of each
Sample Performance
Assessment (SPA)
The student: Differentiates one form of government from another by listing
attributes of each form in a chart or graphic organizer.
Rubric
Advanced
Proficient
Partially Proficient
Novice
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
20
Topic
Political Documents
Explain the importance of fundamental political documents (e.g., Magna
Carta, English Bill of Rights, Declaration of Independence, U.S. Constitution,
Benchmark SS.PSG.1.3
Articles of Confederation, Virginia Plan) to the American system of
government
Sample Performance
Assessment (SPA)
The student: Describes how the American system of government might be
different today if there was no Bill of Rights.
Rubric
Advanced
Proficient
Partially Proficient
Novice
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
Benchmark SS.PSG.1.4
rights, liberty and equality, individual rights and the common good, privacy
and the public’s right to know)
Sample Performance
Assessment (SPA)
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
Advanced
Proficient
Partially Proficient
Novice
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
21
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
Benchmark SS.PSG.2.1 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
Advanced
Proficient
Partially Proficient
Novice
Explain, with clear and
precise detail, the forces
that influence United
States foreign policy
Explain, with detail, the
forces that influence
United States foreign
policy
Explain, with minimal
detail, the forces that
influence United States
foreign policy
Ineffectively explain the
forces that influence
United States foreign
policy
Topic
Foreign Policy
Explain the strategies used to carry out United States foreign policy (e.g.,
Benchmark SS.PSG.2.2 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
Advanced
Proficient
Partially Proficient
Novice
Explain, with clear and
precise detail, the
strategies used to carry
out United States foreign
policy
Explain, with detail, the
strategies used to carry
out United States foreign
policy
Explain, with minimal
detail, the strategies
used to carry out United
States foreign policy
Ineffectively explain the
strategies used to carry
out United States foreign
policy
22
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
Advanced
Proficient
Partially Proficient
Novice
Explain, with clear and
precise detail, the
influence of
international
organizations on U.S.
foreign and domestic
policy
Explain, with detail, the
influence of
international
organizations on U.S.
foreign and domestic
policy
Explain, with minimal
detail, the influence of
international
organizations on U.S.
foreign and domestic
policy
Ineffectively explain the
influence of
international
organizations on U.S.
foreign and domestic
policy
Topic
Political Institutions
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
Advanced
Proficient
Partially Proficient
Novice
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
responsibilities of the
President and Congress
in the area of foreign
affairs and national
security
Describe, with minimal
detail, the powers and
responsibilities of the
President and Congress
in the area of foreign
affairs and national
security
Ineffectively describe
the powers and
responsibilities of the
President and Congress
in the area of foreign
affairs and national
security
23
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,
Benchmark SS.PSG.3.1 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
Advanced
Proficient
Partially Proficient
Novice
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
Advanced
Proficient
Partially Proficient
Novice
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
Describe the importance
of civic dispositions or
virtues to the
preservation and
improvement of civil
society and government,
using relevant examples
Describe the importance
of civic dispositions or
virtues to the
preservation and
improvement of civil
society and government,
using partially relevant
examples
Ineffectively describe
the importance of civic
dispositions or virtues to
the preservation and
improvement of civil
society and government
24
Standard 2: Understand the role of United States policies in international relations
Topic
Foreign Policy
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
Advanced
Proficient
Partially Proficient
Novice
Examine critical foreign
policy issues and
critique a recent
administration’s success
in dealing with them,
presenting clear and
precise supporting
evidence
Examine critical foreign
policy issues and
critique a recent
administration’s success
in dealing with them,
presenting supporting
evidence
Examine critical foreign
policy issues and
critique a recent
administration’s success
in dealing with them,
presenting minimal
supporting evidence
Examine critical foreign
policy issues and
critique a recent
administration’s success
in dealing with them,
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
Advanced
Assess the impact of the
media on American
politics, drawing relevant
conclusions supported by
clear and precise detail
Proficient
Assess the impact of
the media on American
politics, drawing
relevant conclusions
Partially Proficient
Novice
Assess the impact of the Ineffectively assess the
media on American
impact of the media on
politics, drawing
American politics
partially relevant
conclusions
25
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
Advanced
Proficient
Partially Proficient
Novice
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
Advanced
Proficient
Partially Proficient
Novice
Explain, with clear and
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,
institutions, parties, and
citizens
Explain, with minimal
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,
institutions, parties, and
citizens
26
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.
Graduation Requirements:
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.
27
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.
Assessment Requirements:
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).
28
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.])
Graduation Requirements:
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.
Assessment Requirements:
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
29
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.
Graduation Requirements:
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)
Assessment Requirements:
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.
30
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,
31
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.
32