I’ve been meaning to post this for awhile… but since I recently rehashed what I had before for my proposal, figured I’d finally post it up. I did a bit of digging through curriculum standards for states of interest: California, Texas, and Florida because of their big influence on the educational textbook publishing industry; Colorado because that’s where I’m at; and Iowa because it’s highly influential in Presidential campaigns. Here’s what I’ve found:
California middle school students focus primarily on the history of ancient civilizations and the formation of the United States. It is not until high school that they study current world issues and the details of our current American political systems:
[In grade ten] “Students develop an understanding of current world issues and relate them to their historical, geographical, political, economic, and cultural contexts. Students consider multiple accounts of events in order to understand international relations from a variety of perspectives.”
[In grade eleven] “They learn that the United States has served as a
model for other nations and that the rights and freedoms we enjoy are not accidents, but the results of a defined set of political principles that are not always basic to citizens of other countries.”
[In grade twelve] “Students analyze the origins, characteristics, and
development of different political systems across time, with emphasis on
the quest for political democracy, its advances, and its obstacles.”
Similarly in Florida, a majority of the Civics and Government curricula is taught during high school with a high emphasis on history in middle school. Some of the key outcomes of the high school curriculum in Florida include:
“Demonstrate an understanding of contemporary issues in world affairs, and evaluate the role and impact of United States foreign policy.”
“Analyze the impact of citizen participation as a means of achieving political and social change.”
“Evaluate the roles, rights, and responsibilities of United States citizens and determine methods of active participation in society, government, and the political system.”
Texas is very different from the previous two states. It is very self-centric in that many of the items in the curriculum relate back to the history of Texas. However, students do have a good base for understanding political systems starting in the seventh grade, but the bulk of civics concepts don’t come in until high school as in the previous two states:
Seventh and Eighth Grade:
“The student understands the importance of the expression of different points of view in a democratic society.”
High School:
“The student understands the role of political parties in the U.S. system of government.
The student understands the similarities and differences that exist among the U.S. system of government and other political systems.
The student understands the difference between personal and civic responsibilities.
The student understands the importance of voluntary individual participation in the U.S. democratic society.
The student understands the importance of the expression of different points of view in a democratic society.
The student understands the relationship between government policies and the culture of the United States.”
Colorado provides a substantial base of knowledge about civic participation and political system for middle school students. However, most of that information is pieced together in high school:
Grades 5-8 students are expected to do the following:
“Developing and defending positions on current issues involving constitutional protection of individual rights
Developing, evaluating, and defending positions on how shared political principles have affected citizens
Explaining how political parties, campaigns, and elections influence policy formation.
Evaluating the role of the media and public opinion in formulating public policy.
Explaining how participation in civic and political life can help to solve problems
Describing how to influence public policy in the politics and governments of their own classrooms and schools”
Grades 9-12 are expected to do the following:
“Evaluating the contemporary roles of voters, political parties, associations, and groups in local, state, and national politics
Analyzing a current public policy issue at local, state, or national levels and evaluating the alternative positions comparing and analyzing the rights and responsibilities of citizens and non-citizens in the United States
Evaluating whether and when their obligations as citizens require that their personal desires and interests be balanced with the public good
Evaluating what to do when individual beliefs or constitutional principles* are in conflict
Identifying and evaluating how the characteristics of an effective citizen promote the preservation of the republic
Evaluating the effectiveness of various forms of political participation”
Iowa appears to be ahead of the curve in terms of what they introduce to their middle school students. Middle school students are expected to be at a higher level of “civics” literacy than the other states I’ve examined. Much of the material covered in elementary school in Iowa is material that is expected of students in middle school in other states.
Middle school:
“Establish a pathway for political action on an issue of personal importance.
Explore how citizens participate in each level of government as young people and as adults.
Describe and critique strategies of groups who are seeking action on an issue.
Develop and carry out an action plan for political action at the appropriate level.
Explore the various ways citizens stay informed and debate the influence of media and interest groups on proposed legislation.”
9-12:
“Understand and can name civic responsibilities.
Identify, analyze, interpret, and evaluate sources and examples of citizens’ rights and responsibilities.
Participate in civic life in appropriate ways.
Illustrate viable pathways for individual and collective political action.
Explore the various ways citizens stay informed and debate the influence of media and interest groups on proposed legislation.
Analyze the path a bill travels to become law and how the fate of a bill is influenced by party politics, House and Senate action, public opinion, individual citizens and lobbyists.”
