Improving Civics Education in American Schools

From the Marshall Memo #433

(Originally titled “iCivics”)

“Increased illiteracy in science has troubling implications all its own,” says author/ consultant Rick Wormeli in this Educational Leadership article, “but illiteracy in civics is arguably an arteriosclerosis of our democratic circulatory system, effectively blocking understanding and progress, bringing us close to a civic stroke.” Only one in four students performed at the proficient level in the 2010 NAEP civics test, and fewer than half of eighth graders knew the purpose of the Bill of Rights. Less than 20 percent of eighth graders know why the Declaration of Independence was written, and barely one-third of Americans can name the three branches of government. 

“Without knowledge and the tools for constructive civic participation,” says Wormeli, “individuals often resort to uniformed, ill-considered acts of ‘me first,’ the antithesis of the American ethic. This exacerbates worsening social, economic, and education gaps, limiting what we can achieve as a country. This has a real effect on business, technology, civil rights, medical care, retirement, raising children, owning a home, and even what we put on the dinner table each night.” 

What is to be done? Wormeli touts iCivics, a website inspired by retired Supreme Court justice Sandra Day O’Connor – http://www.icivics.org – which has a wealth of curriculum games, webquests, lesson plans, curriculum units, and impact projects.

Here is some of the civics content from the NAEP assessment at the basic, proficient, and advanced level:

Basic:

• Grade 4: Recognize taxes as the main source of government funding.
• Grade 8: Identify a right protected by the First Amendment.
• Grade 12: Interpret a political cartoon.

Proficient:

• Grade 4: Identify a purpose of the U.S. Constitution.
• Grade 8: Recognize a role performed by the Supreme Court.
• Grade 12: Define the term “melting pot” and argue whether it applies to the U.S.

Advanced:

• Grade 4: Explain two ways countries can deal with shared problems.
• Grade 8: Name two actions citizens can take to encourage Congress to pass a law.
• Grade 12: Compare U.S. citizenship requirements with those of other countries.

“iCivics” by Rick Wormeli in Educational Leadership, April 2012 (Vol. 69, #7, p. 50-54), http://www.ascd.org; Wormeli can be reached at rwormeli@cox.net