Podcasts > Civics 101 > What's Going On With Civics Education?

What's Going On With Civics Education?

By NHPR

Dive into the compelling issues surrounding American civics education with Civics 101, where hosts Nick Capodice and Hannah McCarthy are joined by experts Danielle Allen, Louise Dubé, Adam Laats, CherylAnne Amendola, and Justin Reich to dissect the challenges and evolution of teaching civics in schools. Tracing its complex and often contentious history, the episode explores the creation of national standards in the 1990s and the struggle for an inclusive curriculum reflective of a diverse America.

This episode of Civics 101 also sheds light on the current obstacles educators face, from 'divisive concepts' laws that hinder the teaching of sensitive topics to the balancing act teachers perform to align state standards with community expectations. The speakers bring to the forefront the necessity for collaboration and trust between educators, parents, and the wider community to ensure that civics education remains comprehensive and legally compliant amidst a maze of evolving legislature and social attitudes.

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What's Going On With Civics Education?

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What's Going On With Civics Education?

1-Page Summary

Background of Civics Education

Civics education in the United States encounters a complex history that includes discriminatory origins and fluctuating efforts to standardize its curriculum. The attempt to create national standards in the 1990s led to a fierce debate, shown by the backlash against Lynne Cheney's endorsed history standards at UCLA. Criticized for political correctness and sidelining traditional historical figures, these standards faced bipartisan rejection despite the founders being extensively mentioned, as defended by creators Nash and Crabtree. Researcher Adam Laats found that the standards were largely misrepresented in criticisms.

Presently, civics education is inconsistent across states, remaining underfunded and less prioritized, with only a fraction of students showing proficiency. Stakeholders, as supported by Louise Dubé and Nick Capodice, advocate for inclusive curriculums that reflect diverse histories, acknowledging that achieving effective civics education is an ongoing challenge.

Laws Regulating Curriculum

The introduction of "divisive concepts" laws in nearly every state has limited educators' ability to discuss sensitive topics, based on vague prohibitions against causing discomfort or addressing topics such as sexual orientation and gender identity. The lack of clear guidelines presents a murky legal landscape for teachers, exemplified by a case with an Ohio teacher who lost his job after controversial classroom content despite following state standards.

Educators are thus in a precarious position, subject to fear and intimidation from school board confrontations and potential punitive actions. The need to conform to both state-mandated curricula and restrictive "divisive concepts" laws creates a binding climate for teachers, making it difficult to cover essential historical events without risking legal repercussions.

Teaching Controversial Topics

Adam Laats illuminates the intricate process of selecting civics and history content for schools, which involves multiple stakeholders including students, a factor often overlooked. The challenge involves harmonizing state standards with the varied responses of involved parties. Educational strategies have shifted over the years, facing resistance such as proposals for book burnings in reaction to progressive approaches during WWII.

Curricular decisions necessitate teachers to tread a fine line to honor legal and community values. An example is Ohio's social studies teacher forced to account for his community's sentiments while adhering to state regulations. Justin Reich articulates the pressing demand to satisfy a broad community, while parental opt-outs are increasingly replaced by outright content elimination through new laws.

Teachers must collaborate to navigate this complex curriculum landscape, emphasizing the trust between educators and parents, as noted by Cheryl-Ann Amendola. However, trust is not universally present, adding to the challenge. Maintaining a legally compliant curriculum that is factual without seeming indoctrinating remains a difficult balance for educators, especially with legislative pressure on acceptable teaching material.

1-Page Summary

Additional Materials

Clarifications

  • Lynne Cheney endorsed history standards at UCLA faced backlash due to concerns about political correctness and the perceived sidelining of traditional historical figures. Critics argued that the standards misrepresented the founders and did not adequately represent historical content. The debate surrounding these standards highlighted the challenges of creating national standards for civics education in the 1990s.
  • The criticism of the standards for political correctness and sidelining traditional historical figures stemmed from concerns that the curriculum was being altered to avoid offending certain groups and that it was neglecting the importance of well-known historical figures in American history. Critics argued that this approach distorted the teaching of history and undermined the traditional narrative that focused on key figures and events. The debate highlighted tensions between those advocating for a more inclusive and diverse curriculum and those who preferred a more traditional and conservative approach to civics education.
  • The "divisive concepts" laws introduced in various states aim to restrict discussions on certain sensitive topics like race, gender, and sexuality in educational settings. These laws often prohibit teaching concepts that may cause discomfort or controversy, leading to concerns about academic freedom and the ability to address important social issues in the classroom. Educators face challenges navigating these laws as they try to balance state-mandated curricula with the restrictions imposed by the "divisive concepts" legislation. The lack of clear guidelines in these laws can create uncertainty for teachers regarding what content is permissible to discuss in the classroom.
  • The Ohio social studies teacher faced pressure to consider the opinions and feelings of the local community while following the official educational guidelines set by the state. This situation highlights the challenge teachers often encounter in balancing the expectations of their community with the requirements imposed by state regulations. It underscores the delicate position educators can find themselves in when trying to navigate differing perspectives and demands within their teaching environment. This scenario exemplifies the complex dynamics teachers face when trying to deliver education that aligns with both legal standards and community sentiments.
  • Parental opt-outs being replaced by outright content elimination through new laws means that instead of parents having the option to excuse their children from specific lessons, certain laws now mandate the removal of certain topics or materials from the curriculum altogether. This shift removes the choice for parents to simply opt their children out of learning certain content and enforces a broader ban on the inclusion of those topics in the classroom. This change can restrict the diversity of perspectives and information available to students, impacting the overall educational experience and potentially limiting critical thinking and understanding of complex issues.
  • Cheryl-Ann Amendola's note on the trust between educators and parents emphasizes the importance of a positive and collaborative relationship between teachers and families. This trust is crucial for effective communication, support, and understanding of students' educational needs. It highlights the significance of mutual respect and cooperation in navigating challenges within the education system. Trust between educators and parents can foster a conducive learning environment for students.

Counterarguments

  • The complexity of civics education history does not necessarily imply that current efforts to standardize the curriculum are discriminatory or ineffective.
  • The rejection of the 1990s national standards may have been due to legitimate concerns about historical accuracy and educational effectiveness, not merely political correctness.
  • Inconsistencies in civics education across states could be seen as allowing for regional autonomy and the ability to tailor education to local contexts and needs.
  • Advocacy for inclusive curriculums may overlook the importance of a shared national narrative that can unify diverse populations.
  • "Divisive concepts" laws may be intended to promote a learning environment focused on shared values and discourage the promotion of ideologies that are not widely accepted.
  • The fear and intimidation faced by educators could be addressed by clearer guidelines and better communication between lawmakers, educators, and the community, rather than by opposing the laws themselves.
  • The involvement of multiple stakeholders in the selection of civics and history content ensures a democratic process that can lead to a more balanced and representative curriculum.
  • The need to balance legal and community values is a fundamental aspect of a democratic society and can lead to more thoughtful and considered educational content.
  • Collaboration among teachers and the building of trust with parents are essential components of any educational system and are not unique to the current curriculum landscape.
  • The challenge of maintaining a legally compliant and factual curriculum without seeming indoctrinating is inherent in any educational endeavor and can be mitigated through professional development and support for educators.

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What's Going On With Civics Education?

Background of Civics Education

The complex history and challenges of civics education in the United States, with its roots in discriminatory practices and recent attempts to overhaul standards, reflect its evolving nature and the difficulties faced in creating a unified curriculum.

Attempts to establish national standards

Attempts to establish national standards have led to a heated debate, reflecting deep-seated differences over what American history and civics education should encompass.

Backlash over proposed standards in 1990s

In the 1990s, Lynne Cheney led the creation of new history standards at UCLA with Charlotte Crabtree and historian Gary Nash, but the content of these proposed standards led to a national uproar. Cheney openly disagreed with the standards she helped initiate, criticizing them for what she saw as a focus on political correctness and an exclusion of traditional historical figures, sparking claims that Bart Simpson received more attention than George Washington. Gary Nash and Charlie Crabtree defended their work, stating that founding fathers were mentioned extensively.

Despite this defense, widespread criticism resulted in a 99 to 1 Senate vote against funding the standards, framing the rejection as a defense of the contributions of Western civilization. Interestingly, this opposition was mainly bipartisan.

Adam Laats analyzed these proposed standards and concluded that their controversy stemmed not from what was in them—which he found to be established historical understandings—but from misrepresentations that painted them as anti-American and anti-white.

Current state of civics education

Today, civics education varies dramatically from state to state, with the investment in such programs having been traditionally low—at around five cents per student per year, though recently it has risen to 50 cents. Despite existing frameworks, there is no national standard, and many state gui ...

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Background of Civics Education

Additional Materials

Clarifications

  • Lynne Cheney played a significant role in the creation of new history standards at UCLA in the 1990s. She collaborated with Charlotte Crabtree and historian Gary Nash on these proposed standards, which sparked controversy due to perceived focus on political correctness and exclusion of traditional historical figures. Despite her involvement in initiating the standards, Cheney openly criticized them, leading to a national uproar and subsequent rejection of the proposed standards.
  • The proposed history standards in the 1990s led by Lynne Cheney, Charlotte Crabtree, and Gary Nash were criticized for allegedly focusing on political correctness and omitting traditional historical figures. This controversy sparked a national uproar, with claims that the standards were anti-American and anti-white, despite defenders stating that the founding fathers were extensively mentioned in the content. The backlash resulted in a 99 to 1 Senate vote against funding the standards, with bipartisan opposition framing it as a defense of Western civilization contributions. The standards were analyzed to have been based on established historical understandings, but misrepresentations fueled the perception that they were controversial and divisive.
  • Adam Laats analyzed the controversy surrounding the proposed history standards in the 1990s. He found that the standards were based on established historical understandings. The controversy arose from misrepresentations that portrayed the standards as anti-American and anti-white. Laats' analysis aimed to clarify the actual content of the proposed standards and the reasons behind the heated debate.
  • Civics education funding in the United States has historically been low, with an average investment of around five cents per student per year. Recently, there has been a slight increase in funding, rising to 50 cents per student per year. Despite this increase, there is still a lack of a national standard for civics education, leading to significant variations in funding and investment levels across different states. This disparity in funding contributes to the challenges faced in providing comprehensive and effective civics education to students nationwide.
  • Louise Dubé characterizes the current state of civics education as underfunded, underperforming, and narrow. This means that civics education lacks sufficient financial support, is not achieving desired outcomes, and has limited scope or depth. Dubé's assessment highlights significant challenges and shortcomings in the current landscape of civics education in the United States.
  • The grassroots movement advocating for improvements in civics education involves educators and families pushing for better civics programs. This movement aims ...

Counterarguments

  • The complexity of American society may make a unified national standard for civics education impractical or undesirable, as it could oversimplify or ignore regional differences and local priorities.
  • The bipartisan rejection of the 1990s standards could be seen as a reflection of a broader societal consensus at the time, rather than a simple defense of Western civilization.
  • It could be argued that the focus on political correctness in the 1990s was a legitimate concern for some, reflecting a desire to maintain a certain narrative of American history that emphasizes traditional values and figures.
  • The increase in investment from five cents to 50 cents per student per year might still be insufficient to address the needs of civics education comprehensively.
  • The lack of a national standard for civics education could be seen as an opportunity for states to innovate and tailor their programs to the specific needs of their populations.
  • The characterization of civics education as underfunded and underperforming might not take into account successful programs and initiatives that exist in certain states or districts.
  • The low proficiency rates in civics among eighth graders might not fully reflect the complexity of measuring civic knowledge and engagement, which can manifest in ways not captured b ...

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What's Going On With Civics Education?

Laws Regulating Curriculum

"Divisive concepts" laws

The term "divisive concepts laws" stems from the language used by the authors of this type of legislation, and it is crucial to understand the terminology when discussing its implications.

Definition and spread of laws

These laws, introduced in nearly every state, restrict teachers from discussing certain topics in the classroom that could be deemed sensitive or controversial, such as racial guilt or responsibility for historical events. However, the specifics of these laws can vary significantly, and they tend to be poorly defined. Often, they ambiguously ban discussions that could cause students to feel discomfort due to their race or prevent topics like sexual orientation and gender identity from being addressed, except in ways that are "developmentally appropriate" and after certain grade levels. These regulations have become central to the ongoing debate about the future of civics education in the United States.

Impact on teachers

Justin Reich emphasizes that the vagueness of these laws creates uncertainty for educators: they prohibit certain actions but often do not clearly specify what is off-limits. Teachers thus face the challenge of teaching important historical events, such as the Trail of Tears, the Civil Rights Movement, and the Tulsa Race Massacre, that could trigger the feelings these laws suggest should be avoided. This contradictory position can place teachers at risk of violating the law.

For instance, an Ohio social studies teacher, following Ohio State standards and the Ohio model curriculum, designed a unit involving the civil rights movement, including discussions on Stonewall and the gay liberation movement. Although he reviewed the unit with his mentor teacher and principal, a parent ...

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Laws Regulating Curriculum

Additional Materials

Clarifications

  • "Divisive concepts" laws are state-level regulations that restrict discussions on sensitive or controversial topics in classrooms, such as racial guilt or historical responsibilities. These laws vary in specificity but generally aim to limit conversations that could make students uncomfortable based on their race or restrict certain topics like sexual orientation and gender identity to be discussed only in "developmentally appropriate" ways. The vague nature of these laws creates uncertainty for educators, who risk violating them while teaching important historical events that may trigger discomfort among students. Teachers face challenges balancing state-mandated curriculum with the constraints imposed by these laws, leading to a climate of fear and intimidation in educational settings.
  • The "divisive concepts" laws restrict discussions in classrooms on topics like racial guilt, historical responsibility, sexual orientation, and gender identity. These laws aim to limit conversations that could cause discomfort based on race or prevent certain topics from being addressed in ways deemed inappropriate. The restrictions vary by state and are often vaguely defined, creating uncertainty for educators on what is permissible to teach. Teachers may face challenges in addressing historical events like the Trail of Tears or the Civil Rights Movement under these laws.
  • The term "developmentally appropriate" in the context of these laws typically means teaching content that aligns with students' age, maturity, and understanding levels. It aims to ensure that educators present information in a way that is suitable for the cognitive and emotional development of the students. However, the lack of clear guidelines on what constitutes "developmentally appropriate" can lead to uncertainty and subjective interpretations by teachers and school administrators. This ambiguity can create challenges for educators in determining how to address sensitive or controversial topics in the classroom.
  • The "divisive concepts" laws in the United States impact civics education by restricting discussions on sensitive topics like racial guilt and historical responsibility in classrooms. These laws vary in specificity, leading to uncertainty for educators on what is permissible to teach. Teachers face challenges in addressing important historical events that could trigger discomfort among students, potentially putting them at risk of violating these laws. The laws create a climate of fear and intimidation among teachers, affecting how they navigate state-mandated curriculum and the constraints imposed by these regulations.
  • The vagueness in "divisive concepts" laws creates uncertainty for educators by not clearly defining what topics are off-limits in the classroom ...

Counterarguments

  • "Divisive concepts" laws may aim to foster a learning environment where students are not made to feel inherently responsible for historical injustices they did not commit.
  • The intention behind these laws could be to ensure that education remains neutral and focuses on imparting knowledge rather than promoting specific ideologies.
  • Some argue that discussions of sensitive topics should be tailored to the developmental stage of students, and these laws may seek to protect younger children from topics deemed inappropriate for their age.
  • The laws might be a response to concerns from parents and community members who feel that certain topics are being presented in a biased or one-sided manner.
  • It is possible that the laws are designed to encourage teachers to present multiple perspectives on controversial issues, rather than avoiding them altogether.
  • The vagueness of the laws could be due to the difficulty in legislating nuanced educational content, and may not necessarily be intended to create uncertainty for educators.
  • There may be a belief that these laws will not inhibit the teaching of historical facts but will prevent the imposition of guilt or blame on students based on their race or background.
  • The laws could be seen as a way to prevent the politicization of education and to maintain a focus on academic skills and knowledge.
  • Some may argue that the laws are a necessary c ...

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What's Going On With Civics Education?

Teaching Controversial Topics

The teaching of civics and social studies is a deeply complex activity that involves balancing numerous, sometimes conflicting relationships and priorities.

Relationships between teachers, students, parents and government

Adam Laats points out that the decision of what is taught in schools takes input from various parties including teachers, parents, and the state, with students playing a significant role that is often ignored. Teachers have to navigate state standards and consider the dynamics of their class periods when choosing daily content, making teaching a constant negotiation impacted by potential reactions from stakeholders like principals and parents.

The strategy for teaching history and civics has evolved over time. Teachers at Teachers College, Columbia University, during the World War II era advocated for civics education that encouraged students to question the power structure and acknowledge injustices within American society. Such progressive approaches, however, have faced backlash, like in Binghamton, New York, where there was a proposal to burn books that taught history and civics differently.

The inclusion of various groups into the American narrative without challenging its overall positive portrayal creates content decisions that affect the relationships between teachers, who deliver content, and the students, parents, and government who have an investment in the portrayal of national history. Tensions exist between teachers and some parent groups, as well as other actors, who sometimes disrupt school board meetings and confront teachers directly.

Balancing standards, laws, and community values

Curricular decisions require a delicate balance of respecting both legal mandates and community sensitivities, as evidenced by an Ohio social studies teacher who designed his unit to align with state regulations while also considering his community's temperaments.

Justin Reich notes that public schools aim to cater a curriculum to the majority, but parents with strong or 'extreme views' will always exist. While traditionally parents could opt their children out of certain parts of the curriculum, recent 'divisive concepts' laws seek to eliminate certain content entirely if objected to, rather than allowing individual opt-outs.

Teachers work collaborative ...

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Teaching Controversial Topics

Additional Materials

Clarifications

  • 'Divisive concepts' laws are legislation that seeks to restrict the teaching of certain topics deemed controversial or divisive in schools. These laws often target discussions around race, gender, and historical events that may provoke discomfort or disagreement. They aim to control curriculum content by prohibiting the teaching of specific ideas or perspectives that are considered sensitive or contentious. Teachers face challenges in navigating these laws while trying to provide a comprehensive education that includes diverse viewpoints and historical truths.
  • Cheryl-Ann Amendola is highlighted as an example of a middle school history teacher and department chair who navigates the challenges of balancing curriculum decisions amidst various influences, including state regulations and community sensitivities. ...

Counterarguments

  • While teachers must consider various stakeholders, it could be argued that the primary responsibility of educators is to adhere to academic standards and evidence-based teaching, even if it occasionally conflicts with the preferences of parents or the state.
  • The idea that students play a significant role that is often ignored might be countered by the argument that students, due to their age and maturity, may not always have the perspective needed to fully understand the implications of curricular decisions.
  • The evolution of teaching strategies over time is natural, but some may argue that certain traditional methods of teaching civics and history should be preserved as they have proven effective in the past.
  • The backlash against progressive approaches to civics education could be seen as a legitimate expression of concern from communities who value a more traditional or conservative perspective on education.
  • The inclusion of various groups in the American narrative is important, but some might argue that it is also important to maintain a cohesive national identity and that education should focus on shared values and achievements.
  • Tensions between teachers and parent groups may sometimes stem from a lack of communication or misunderstanding, and efforts could be made to improve dialogue and understanding between these parties.
  • The balance between legal mandates and community sensitivities is complex, but some may argue that the law should be the primary guide for curricular decisions, with community values playing a secondary role.
  • The criticism of 'divisive concepts' laws could be met with the argument that such legislation is intended to prevent the promotion of ideologies that are seen as divisive or not aligned with the community's values.
  • Collaborat ...

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