\n<\/p>\n
Policymakers on both sides of the aisle agree: Students need access to civics education. But the best ways to teach the subject\u2014especially amid current events like political violence and the deployment of the National Guard across the country\u2014remain a source of debate. <\/p>\n
On Sept. 17, the same day that the U.S. Department of Education unveiled plans to promote an emphasis on \u201cpatriotic education\u201d that \u201cemphasizes a unifying and uplifting portrayal of the nation\u2019s founding ideals,\u201d educators at a civics symposium here expressed concern about how to teach social studies in this political climate. <\/p>\n
Many social studies teachers report in surveys that it\u2019s harder than it used to be to discuss anything that could be considered controversial, especially those in states with laws on the books that restrict how they can talk about race, gender, and other concepts deemed divisive. In a survey of 24 veteran teachers who participated in a summer program on the Constitution, about 75% said they have \u201cself-censored or avoided certain civics topics due to fear of pushback or controversy.\u201d<\/p>\n
So, how can educators teach the U.S. Constitution and civics in today\u2019s political climate?<\/p>\n
The role of civics is to teach kids how to think critically, and that is the framework teachers should follow when addressing it in the classroom, said Christina Grant, the executive director of the Center for Education Policy Research at Harvard University, during a panel discussion on how to teach the Constitution at the symposium, which was held at American University\u2019s law school.<\/p>\n
Tyler Brown-Dewese, a college student and civic life fellow at American University, said during the panel that students often struggle to have civil discussions about controversial issues because they forget that behind a thought is a human experience that\u2019s shaped that belief.<\/p>\n
\u201cEveryone has different lived experiences, and we forget that\u2014that\u2019s where the human is taken out of politics,\u201d said Brown-Dewese.<\/p>\n
He added that students learn how to communicate with one another from adults. If students see adults on social media acting negatively toward one another, they will bring that into the classroom. Teachers can establish classroom norms by modeling respectful behavior during tough conversations. <\/p>\n
\u201cWe can leave [a classroom discussion] disagreeing with each other, but at least we heard each other out, and we spoke to each other like we are humans,\u201d he said.<\/p>\n
Indiana Secretary of Education Katie Jenner and Grant added that students should experience\u2014either in the classroom or through an extracurricular\u2014what a proper civil discussion or debate looks like. For example, teachers can do this by having students argue both sides of an issue with supporting evidence.<\/p>\n
\u201cChildren are not being trained in the art of debate, which is deeply understanding your position and then being able to counter that position, and doing it over and over again,\u201d said Grant.<\/p>\n
Indiana has expanded its civics education in the last five years. Jenner said this expansion is due to Indiana\u2019s civics literacy policy. <\/p>\n
Two recent laws have bolstered this policy. One requires middle school students to take a semester of civics education and establishes a Civic Education Commission, which develops standards for civics education. <\/p>\n
The other requires the state education department, the Commission for Higher Education, and the State Board of Education to establish criteria for an Excellence in Civic Engagement designation for high school students. Criteria include volunteer hours and engaging with a local community or statewide initiative. <\/p>\n
Students are also required to take a portion of the U.S. citizenship exam before graduation. In addition, teachers can take K-12 civics professional development courses during the summer, which are supported by a partnership between the Indiana State Department of Education and the Indiana Bar Foundation.<\/p>\n
\u201cAs a state chief, how easy is it to move on civics policy \u2018cause you point to [the law]\u2014’this is what Indiana said\u2019 matters,\u201d said Jenner.<\/p>\n
The road to civics expansion in the District of Columbia was different, said Grant, who previously served as the D.C. state superintendent. Unlike in other parts of the nation, the district is not required to update its education standards on a regular basis. Before its most recent update in 2023, the social studies standards had not changed since 2006.<\/p>\n
According to the city\u2019s Office of State Superintendent of Education site, the social studies standards update was initiated by community partners and philanthropic support, with student involvement. The new standards have social studies teachers cover a wider range of underrepresented communities and more modern events. For example, teachers can incorporate LGBTQ+ history and D.C.\u2019s Black Renaissance, according to the DCist, a local news site. <\/p>\n
\u201cThat\u2019s how we got it done here\u2014it wasn\u2019t quick, and at times it wasn\u2019t friendly, and it cost a significant amount of money in order to do so,\u201d said Grant.<\/p>\n
As the country\u2019s 250th birthday next year approaches, civics education will likely remain top of mind for policymakers. On Sept. 17, the U.S. Department of Education also launched the America 250 Civics Coalition, a group of about 40 national and state organizations\u2014including many conservative and religious groups\u2014that will create educational programming to engage K-12 and university students in civics education. <\/p>\n
In the meantime, Jenner told Education Week in an email that \u201cK-12 schools play an important role in preparing students to serve as proactive, engaged contributors to society.\u201d <\/p>\n
\u201cThis includes creating an environment where students can ask questions, wrestle with ideas, and learn how to think\u2014not what to think,\u201d she said.<\/p>\n","protected":false},"excerpt":{"rendered":"
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