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The author discusses an interdisciplinary approach to teaching civics. She mentions the development of a new curriculum in a Massachusetts school district, the incorporation of technology education, and the presentation of complex issues to connect the past and the present.

The article discusses a civic education and looks at the ways that English language arts teachers can use fiction to illustrate social and ethical awareness, humility, and a tolerance for difference that are necessary to be a good citizen. The author suggests the strategies that teachers can use to build students’ civic skills. According to the author, through stories, students are able to explore motivations, influences, and circumstances that can translate into their history and social studies lessons.

The article discusses the pedagogical practice of engaging students in discussions and deliberations about democracy and controversial political issues in times of political polarization in the U.S. According to the authors, the issues that violate fundamental civic norms, divisive political rhetoric creates racial and ethnic tensions, has negative effect on children and classrooms, and teachers should be prepared for group discussion about ethical dilemmas in democratic education.

The authors discuss ways to actively engage students in learning about civics. They mention the lack of accountability on the subject in educational assessments, the need for teaching a combination of theory and relevancy, and present their experiences in teaching a civics course that incorporated theory and projects.

The author discusses the need to learn about fake news as part of a media literacy curriculum. She mentions the contemporary uses of propaganda and its interpretation, ways to analyze media to determine the message, and the importance of media literacy in civics education.

The author discusses the use of cultural and political vignettes in civics education. She mentions the use of vignettes to present a practical problem for discussion, the construction of a vignette that presents multiple perspectives, and presents the use of a vignette in two classes, one on voting and one on cultural sensitivity.

The author discusses civics education, especially the teaching of democracy, in the U.S. He mentions the need for a curriculum that gives students both the background and tools to participate in a democracy, the role of school reform in developing that curriculum, and some suggestions for teaching students about democracy.

The article provides recommendations on introducing civic education to citizens. Suggestions include the understanding the political system of a country, developing civic relationships and encouraging students to talk freely on contested issues. Mentioned is the significance of talking and listening to other people for the improvement of one's interpersonal skills.

The author advocates for more civics education in U.S. public schools, including learning about government, encouraging civil service, and connecting subjects like math and science to civics to promote interest. He says that schools are not preparing students to be citizens, participate in democracy, or understand government policy. He attributes the lack of civics knowledge to state standards not having a civics requirement and a lack of interest in politics due to unemployment. He describes the educational program he developed called the Civics for All model that he implemented at Franklin High School in Seattle, Washington, which teaches students about service learning, social and moral debates in society and politics, and how to get involved in the legislative process.

The article discusses the efforts of former U.S. Supreme Court Justice Sandra Day O'Connor to improve civic education in 2009 by launching iCivics, a nonprofit organization and website that teaches about the U.S. government, legislation, and personal rights. The article claims that most U.S. citizens don't know enough about the branches of government, the Bill of Rights, and civic participation. Day's iCivics program provides lesson plans, educational games, and community service suggestions. Lesson plans include a course on persuasive writing that focuses on dress codes and free speech, a course in making a national budget from the perspective of the U.S. President, and the distinction between personal rights and social responsibilities.

The author discusses his research into U.S. high school and college students' knowledge of and attitude toward citizenship. He claims that students are not learning enough about social issues and topics such as the Bill of Rights, tolerance for social and cultural differences, and the separation of powers. He suggests that schools need to prioritize civics education, promote democratic participation, and encourage good citizenship. He recommends teaching students about the civil rights movement to inspire patriotism by demonstrating the success of political activity and advocacy as well as teaching them about social justice. He says schools should get students involved in political events to encourage political interest, such as holding forums for local legislative elections.

In this article the author discusses the role of classroom dialogue in teaching students about democracy and respect for diverse viewpoints. She emphasizes the necessity for controversy in democracy and argues that teachers should prepare students to talk about controversial issues such as amnesty, health care, and terrorism because such issues are often a part of the lives of students. Topics include "the big sort," a term that describes the phenomenon in which people tend to talk only with those who share their viewpoints, the role of classroom discussions in building students' tolerance of others and creating a positive and safe classroom environment, and the town meeting format of discussions used by 7th- and 8th-grade civics teacher Ann Twain.

The article discusses the change in teaching of civics and social responsibility caused by the U.S. No Child Left Behind Act (NCLB). Because schools are held accountable only for reading and math scores, social responsibility has been crowded out of the curriculum. To make the case for teaching social responsibility, it cites a longitudinal study showing a social responsibility achievement gap between children of high, medium and low socioeconomic status in terms of social or antisocial behavior. It states that in England, inspectors come to the schools and look at test scores as well as personal and moral development factors. It argues for a new moral vision for education.

Discusses ways for the American education system to help educate young people about citizenship and civic action. Gateway Project in Minneapolis, Minnesota, as a sample program; Marketplace dynamics' domination of the American society; Need for creating a movement for civic education that includes a revival of a commonwealth view of democracy.

This article emphasizes the importance of civic education in helping U.S. students participate as citizens in the democratic process. The problem is that the Jeffersonia vision of grass roots democracy fueled by education increasingly is viewed as utopian and what is especially disturbing is that the school reform movement of the 1980s has paid insufficient attention to educating students about the nation's history and institutions. In a world where human survival is at stake, ignorance about public issues is not an acceptable alternative. Civic education also must provide students with a core of basic knowledge regarding social issues and institutions to give their understanding of democracy perspective. Further, civics classrooms should be active, not passive. The National Assessment of Educational Progress found that textbook reading assignments were, by far, the most common method of instruction in civics classroom. Students, while they are in school, are members of an institution, and they should understand how it works and participate, within the school itself, in decisions that affect their lives--just as they will be asked to do later on. The goal is not to indoctrinate students but to provide a climate in which civic choices can be thoughtfully examined and convictions formed. INSETS: So You Want to Begin Community Service...;CIVITAS: A New Curriculum Framework for Civic Education.

Presents an interview with a curriculum administrator of a large suburban school district. His position as a coordinator of citizenship education; His feelings about how all aspects of school curriculum should infuse a renewed sense of citizenship.

Discusses the role of citizenship education in U.S. schools. Suggestion that it must be an education in citizenship not about citizenship; Importance of the practical experiences of being U.S. citizens.

The article focuses on the efforts in the U.S. to make citizenship education in the schools more meaningful and relevant. Conventional citizenship education has lost its relevance, thus curriculum content and teaching methods need to be improved. Learning opportunities outside the formal classroom walls should be tapped. Students should be exposed to actual situations where their skills in resolving conflicts can be put to test. Cognitive and affective objectives must go hand in hand in teaching the subject.

The article presents information on a Citizenship Education Study financed by the William Volker Fund, instituted two years ago, to find ways of developing more competent citizens. The staff of the Study helped make the analysis which has been described above, believing that civic education must be concerned with a greater fulfillment of the democratic ideal. During the past two years the eight schools in the Study have attempted to find ways of improving civic education. Activities which relate to the five goals of the Study indicate how one is trying to give boys and girls real experiences in a living democracy. The schools in the present era of social conflict are realizing their obligation to develop loyalty to the democratic way of living. To do this, however, means that schools must deliberately provide opportunities for young people to examine their democratic values and beliefs in situations which are realistic. When schools provide opportunities for the attacking of problems which exist both in the school and community, they provide situations in which students may examine their behavior in relation to their democratic values.

Focuses on the roles for citizens in civic education in the United States. Importance of democracy in education; Promoting local involvement; Impact of government devolution on efforts to re-create public forums.

Deals with the renaissance of civic education due to law-related education. Purpose of social studies education since 1916 in the U.S.; Definition of law-related education; Goals of law-related education.

The article discusses the relation of teaching to the development of good citizenship in students. Topics include the notion of a classroom environment as a place for building community, the notion of modeling citizenship as part of teaching in relation to various teaching methodologies and styles of instruction.

The article discusses the notion of democratic approaches to school curricula in relation to student involvement in curriculum planning. Topics include the role of persuasion and voting in the decision making process, the development of agency in students who are involved, and the role of the exercise in civics education.

An interview with iCivics executive director Louise Dubé is presented. She discusses the founding of the online civic education program by former Supreme Court Justice Sandra Day O'Connor, the use of participatory games, and the need to remain nonpartisan, despite contemporary politics.

The article discusses the lack of detail in educational standards for the teaching of civics and history in the U.S.

An introduction to a special issue on civic education is presented, including articles on media analysis, dealing with controversial issues, and better student knowledge of history and politics.

The article presents statistics regarding the percentage of U.S. 8th graders who scored at or above proficiency in the subjects of geography, civics, and U.S. history on a NAEP assessment.

This article explores the use of political philosophy concepts in teaching citizenship and social responsibility in both the elementary and secondary levels. Stareen Schneider, who teaches in Muskego, Wisconsin, has had great success with this approach. The We the People...program was developed by the Center for Civic Education, it begins by familiarizing students with the concepts of natural rights, republicanism and constitutionalism. For example, after teaching lesson three on republicanism, Schneider was happy to hear words like civic virtue and common welfare becoming part of the everyday vocabulary of her fifth graders. The strategies used to link students' experiences to constitutional principles vary with the targeted grade levels. Thus, elementary students consider their immediate experience, while high school students go beyond their everyday experience to think like philosophers. The culminating activity of the program is a simulated congressional hearing in which students assume the roles of constitutional experts who must testify before Congress. Most teachers who use these programs in their classrooms come away convinced that We the People...is an important addition to student learning in their classrooms.

An introduction is presented in which the editor discusses the themes of the issue, including how high schools prepare students for college, the importance of civics education and citizenship studies, and students' career readiness.

Discusses the implementation of citizenship education in U.S. schools. Consideration of the civic behavior of American adults; Suggestion that effective citizenship programs ought to be welcomed in American schools.