Civic Learning Educates Youth for Democracy (Why Civic Learning Matters, Part II)

by Shawn P. Healy, PhD, Civic Learning Scholar, Robert R. McCormick Foundation

Civic learning matters: High-quality, school-based civic learning builds students’ civic knowledge, skills, and commitments, critical ingredients for informed and effective engagement in our democracy throughout life.

Students exposed to high school civics courses exhibit greater civic knowledge. The quantity and proximity of civics course exposure predicts civic knowledge. My own research has demonstrated that high school students benefit most from taking a civics course as upperclassmen.

In a national survey of youth ages 18-24 after the 2012 presidential election, those with quality high school civic learning experiences were more likely to understand campaign issues, form political opinions, recall facts about U.S. political system, and vote.

It is a mix of traditional and student-centered learning practices that yields optimal student civic outcomes, including skills and commitments. An international study demonstrated that students scored highest on social norms like working hard, obeying the law, intent to vote, and media literacy when enrolled in courses with a mix of direct instruction and experiential practices like discussion, service learning, and simulations of democratic processes.

In order to participate in our democracy, individuals must both believe that they can make a difference and also that government and institutions will be responsive to their engagement. A longitudinal study of Chicago high school students demonstrates classroom learning experiences and service learning opportunities are the primary contributors to building students’ civic engagement commitments.

The new civics course requirement in Illinois encapsulates these practices, and our implementation plans will support teachers, schools, and districts with teacher professional development and access to curriculum and resources aligned with the desirable student outcomes articulated above.
In the next post we will address the issue of equity in both students’ civic learning opportunities and related civic engagement outcomes.

Comments

Post a Comment

Popular posts from this blog

Let's Talk About the "Required" Constitution Test

Image
by Mary Ellen Daneels, Lead Teacher Mentor As I have traveled around the state of Illinois to support implementation of the high school civics requirement and pending middle school civics legislation , one of the biggest concerns I have heard is, “How will we have time to prepare students for the required Constitution test? I will never have time to cover all 200 questions on the test if I have to make time for student-centered inquiry, discussions, simulations, and service learning!” The Illinois State Board of Education states: American patriotism and the principles of representative government, as enunciated in the American Declaration of Independence, the Constitution of the United States of America and the Constitution of the State of Illinois, and the proper use and display of the American flag, shall be taught in all public schools and other educational institutions supported or maintained in whole or in part by public funds. No student shall receive a certificate...
Read more

Resources to Respond to Tragedy and Violence

Image
by Mary Ellen Daneels, Civics Instructional Specialist All educators are civics teachers. Teachers send messages to students about power, justice, and representation by the content we select, the way we engage student voice, the norms we employ, and the stories included in our classroom. We have a responsibility to prioritize our students’ lived experiences, putting Maslow before Bloom , to inform the essential questions we address in our curriculum. When violence or tragedy occurs, classrooms provide a safe venue for students to process, ask questions and be given context to understand current events as they happen. While current events unfold, it is not the time to debate policy. Educators will not have all of the answers to the questions students pose. Teachers can create a classroom space where we can be present, listen, and create a safe environment for our students to do the same. Start with Reflection Your students may be wrestling with a range of emotions. We cannot assum...
Read more

Where Do We Go from Here? Resources to Help Classrooms Process the 2020 Election

Image
by Mary Ellen Daneels, Civics Instructional Specialist While the 2020 election season draws to a close, IllinoisCivics.org is committed to helping classrooms prepare for what comes next after a contentious and polarized election season. Students will need help processing the election results and their impact on current and societal issues their communities face around justice, power, equity, and safety. As all educators are civics teachers, we have a responsibility to prioritize our students’ lived experiences, putting Maslow before Bloom , to inform the essential questions we address in our curriculum. Educators will not have all of the answers to the questions students pose, but we can create a classroom space where we can be present, listen, and create a safe environment for our students to do the same. Here are a number of ideas and resources to support this work beyond the 2020 election. Start with Reflection Your students may be wrestling with a range of emotions post-electio...
Read more