The importance of civic education has been well-established. From the earliest political theorists, we see discussion of the importance of a well-informed citizenry for the health of a polity. While skeptical of the power of the people to self-govern, the framers of American democracy still argued that the ultimate power rested in the people, who would even have the right to overthrow government should it violate the “social contract” with those over whom it governed (as in the Declaration of Independence, where we see Jefferson’s thoughts so clearly influenced by Locke). Closer to modern times, much public opinion literature has engaged in discussions about Americans’ levels of political knowledge, and the consequences that flow from this (see, for just a very few prominent examples, Campbell, Converse, Miller and Stokes 1960; Converse 1964; Delli Carpini and Keeter 1991, 1996; Graber 1994; Jennings 1996; Nie, Verba and Petrocik 1979).
To our minds, civic education is about preparing our students to be citizens in the American democracy. This involves teaching them the rudiments of knowledge required for reading a newspaper (or political web site), watching the news on television, and understanding what is going on in the world. Civic education also concerns itself with attitudes; for example, teaching students to have a healthy skepticism for what goes on in government, but grounding this skepticism in a reality that does not hold unrealistic expectations for government or its officials (see Hibbing and Theiss-Morse 1995, 2002 for a useful discussion of unrealistic expectations). Finally, civic education also concerns behaviors, as we encourage students to make intelligent, informed decisions about the extent to which they will participate in the political system. In short, we see civic education as imparting to students the knowledge about how to make a difference in the political system and the belief that it sometimes is worthwhile to do so.
Much literature within the field of political socialization has concerned itself with how citizens come to learn the core values within any political system. This research has concentrated on the role of families (Jennings and Niemi 1968; Tedin 1974); peers (Tedin 1980); schools (Jennings 1993; Merelman 1980), generations (Delli Carpini and Sigelman 1986; Holsti and Rosenau 1980; Jennings 1987), and salient events (Arterton 1974). While the field of political socialization has largely lay dormant for the last couple of decades, in its heyday it did paint a reasonable picture of how political learning occurred. As a general rule, however, it paid little attention to the impact of formal education; what knowledge we do have that addresses the impact of education on political knowledge and attitudes is in need of updating (see, for a noteworthy exception, Niemi and Junn 1998).
This need for updating the literature arises from two simultaneous trends in education over the last forty years. One has been the
Grace James February 20, 2015 Freire Charter School A character exhibiting traits I admire is Grace from the book Amazing Grace by Mary Hoffman. Amazing Grace is about a young afrocentric girl who overcomes boundaries, constructed by society, of her gender and race. She is often pushed in the domain of her born demographic, however, she is determined not to play the role society has made for her. I relate to the character Grace because of her attributes of being imaginative and strong willed…
F2 Case Study Analytical Questions Q1. Describe Master’s management style. According to Hickey (2005, pp.23-7), managers who are autocratic were rigid in their management method. From the case study we can see that Master has an autocratic management style. Firstly, when Master works with Engineering department staff, he failed to delegate authority to the stuff, in contrast, he interferes in the department management. Moreover, he never takes into account the staff’s opinion before he makes decisions…
Grace Redefined Everyone has moments when they need grace extended to them and during these times their belief in grace is high and there is a sense of clarity. Then there are the times when the shoe is on the other foot and they must extend grace to someone who has wronged them and it is during these times when grace becomes blurry. After all do they not deserve justice for the wrong that has been done? Grace is a common term thrown around the Christian arena, but often the interpretation from…
Saving Grace Hayley French Dr.Farina 10/09/13 Grace is high school student who wakes up every morning and gets on the yellow school bus which takes her against her will to her high school. She gets to school and walks swiftly through the halls as she dodges paper and harsh, ruthless names being thrown at her. She finds her locker, puts her backpack away then quickly runs and hides in her safe haven located in the third stall of the girls bathroom. When the first bell…
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Summary Grace is a Chinese tradition Towel company. It wants to entry the UK market. The company has it own brand in China. So it may bring it own Chinese way to affect all British people. And the company need to know everything about the towel market in the UK. Introduction Grace is a Chinese towel company in Zhuji, Zhejing Province. It founded in 1986 and re-established in 1996. And it owned factory facilities covering an area of 50,000 square meters. This company output 5,000 tons of…
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5257800-8001000-914400-685800 Essay A high school English teachers job is to teach students from the grade 9 through 12. They instruct them on how to understand and interpret English literature. They are there to help a student grow in the English language both textually and creatively. God created people to go and evangelize to all nations. To evangelize means to go and spread our knowledge, faith, and own experience of Jesus Christ to others. High school English teachers are known to teach…