A civics lesson

Considering the low voter turnout numbers we see with almost every election, there's never been a greater need for civic competence education. Of course, that's not the only civics problem in America. The general populace is woefully uninformed about the issues of the day. Just as disturbing is the widespread lack of understanding about how government works and who the main players are. I hate to say it, but I would lump myself in that group, as well, and as an educator, I plan on modeling for students a curiosity about contemporary politics and how historical events have influenced what is happening today.

It's no wonder then that the National Council for the Social Studies has sounded the alarm in calling for an increased emphasis on civic competence in social studies education, as was stated by author John Lee in Chapter 7 of "Visualizing Elementary Social Studies Methods." Lee states, "Civic competence requires knowledge of the democratic system of government in the United States and the rights and responsibilities of citizens." I would argue that Lee's definition is too narrow. Of course, with elementary students, there is a process to developing civic competence, and it begins with a healthy balance between respecting authority and respecting others, as Lee writes. And, as they advance through elementary school, high school and then college, they become more aware of the complexities involved in politics and take part in the local, state and national dialogue over social and political issues.

And that word "dialogue" is important, because it implies that students engage in it in an attempt to come to a common understanding with their fellow citizens. To have a meaningful dialogue, however, it behooves citizens to be knowledgeable about all sides of that particular issue being discussed. Not knowing everything about that issue certainly doesn't preclude people from joining in the conversation; however, the more knowledge you have, the more empathy and acceptance you might have for the opinions of others.

After reading Chapter 7, I was thinking about the Pledge of Allegiance. I haven't recited it in years, and yet the words came back to me immediately. And I started wondering if we were ever taught the history of the Pledge of Allegiance. I honestly couldn't recall if we'd ever studied the back story in class. So, I looked it up online and found out that it was originally composed by Francis Bellamy in 1892 and that it wasn't adopted as the pledge by Congress until 1942, during the years of World War II. I remember saying the Pledge of Allegiance in school and not thinking anything about the words or what they meant. Most kids don't think about it, but it seems to me that learning about it beforehand would help students respect it more. Otherwise, it's just an exercise in rote memorization. This is a great teachable moment, and I suspect there are many others that crop up during the elementary years to instill in students a respect for the institutions of government and the trappings of patriotism.

Over time, as well, I would hope that educators would help their students look at politics and government with a critical, independent eye and not just swallow hook, line and sinker everything they read or see on TV news programs.