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Does civics education increase political knowledge among 14-year-olds? If not, what does? As it is widely held that competent democratic citizenship requires at minimum a basic level of political knowledge, civic education for American youth has long been considered an important mission of America's schools (Dewey, 1916; Merriam, 1934; Nie et al., 1996; Niemi & Junn, 1998; Galston, 2001). Despite increases in the twentieth century in overall education levels, political knowledge of Americans, particularly young adults, remains low (Delli Carpini & Keeter, 1996). For decades, conventional wisdom among political scientists, driven by the research of Langton & Jennings (1968), was that civics education has little effect on political knowledge (Campbell 2006). In recent years, however, researchers have begun challenging this consensus, publishing studies that suggest civics education has some positive, if modest, effect on political knowledge (Niemi & Junn, 1998; Torney-Purta, 2002; Hartry & Porter (2004); Pasek et al., 2008).

Argument plays a critical role in the creation and maintenance of a civil society. How arguments function, and how arguers manage their discursive roles, is key to their enactment of citizenship. While contemporary scholarship in deliberative practices privileges the role of reason and decorum as the best means to protect civility, this essay will argue for an alternative view. The orientation toward how argument functions in civic education is thus critical in enhancing citizenship in a transcultural society.

American Government: In the United States, the government gets its power to govern from the people. We have a government of the people, by the people, and for the people. Citizens in the United States shape their government and its policies, so they must learn about important public issues and get involved in their communities. Learning about American government helps you understand your rights and responsibilities and allows you to fully participate in the American political process. The Founders of this country decided that the United States should be a representative democracy. They wanted a nation ruled by laws, not by men. In a representative democracy, the people choose officials to make laws and represent their views and concerns in government. This book will help you understand the principles of American democracy, the U.S. system of government, and the important rights and responsibilities of U.S. citizenship. -- page 1

Using primary sources from archives around the country, Democracy as Discussion traces the early history of the Speech field, the development of discussion as an alternative to debate, and the Deweyan, Progressive philosophy of discussion that swept the United States in the early twentieth century

These lessons will help you learn more about U.S. history and government as you prepare for citizenship. ; Audience: Immigrants interested in obtaining U.S. citizenship. ; Shipping List Date: 01/11/2007 ; Shipping List #: 2007-0102-P ; Additional copies of this publication may be ordered from the U.S. Citizenship and Immigration Services and are also available from the "Office of Citizenship" website in PDF format. ; Designed to assist immigrants in preparation for the naturalization interview. ; This guide contains short lessons based on the civics and history questions on the naturalization test. ; "Rev. 08/06"--Cover. ; "M-638." ; Cover title. ; Learn about the United States : quick civics lessons -- The Declaration of Independence and the Constitution of the United States -- The citizen's almanac -- Civics flash cards. ; These lessons will help you learn more about U.S. history and government as you prepare for citizenship. ; Audience: Immigrants interested in obtaining U.S. citizenship. ; Mode of access: Internet.

The questions go back to pre-Platonic times: how do states turn ordinary people, especially new generations of young people, into supportive, contributing citizens? Are the tasks required to do this in modern democracies such as the United States different from those in states which rely on authoritarianism or state-sponsored terror? There are numerous variations on these questions: How does a conquering nation gain the allegiance of the vanquished? If a government is overthrown in a coup, how do the new rulers convince the citizens that they are the rightful and legitimate power holders? All of these devolve into questions of civic education.

One might say, based on concerns over the state of democratic participation and engagement, that while civic education is a perennial concern in America, as with many other similar things, it's not something Americans have felt the need to legislate or especially organize. Aside from high school civics classes and various celebratory activities (Fourth of July parades, essay contests and so forth), Americans have not developed highly organized civic education, especially for adults. The argument in this paper is that in indirect ways there have been, throughout American history, institutions that functionally provided civic education to adults. I will first review some distinctions about civic education, then look at the historical dimensions of adult civic education, and finally suggest ways in which we might profitably return to the past.

Intro -- Title Page -- Copyright Page -- Contents -- Introduction -- Chapter One: From Service to Something Else -- Chapter Two: Summary of an Experiment -- Chapter Three: "Community" Is Connections and Connectivity -- Chapter Four: The Problems Are Wicked, but the Hope Is Real -- Chapter Five: Earning a Good Grade in Life -- Conclusion -- Appendices -- Appendix A: Living Democracy Four Years Later -- Appendix B: Co-Treading the Relational Pathways of "Living Democracy": An institutional Perspective -- Appendix C: Immersive Civic Learning Opportunities Can Help Improve Civic Health -- Notes -- Bibliography.

What will it take for the American people to enact a more democratic version of themselves? How to better educate democratic minds and democratic hearts? In response to these crucial predicaments, this innovative book proposes that instead of ignoring or repressing the conflicted nature of American identity, these conflicts should be recognized as sites of pedagogical opportunity. Kerry Burch revives eight fundamental pieces of political public rhetoric into living artifacts, into provocative instruments of democratic pedagogy. From ""The Pursuit of Happiness"" to ""The Military-Industrial Com

This outline will summarize previous research on the value of presidential debates, describe the background of Debate Watch, and review the results of survey data collected at the University of Nebraska‐Omaha during the first of four Debate Watch 2008 events.

Rise of the twenty-first century citizen : for today's young people, a new civics -- Nurseries of a free republic : the critical role schools play in teaching -- New civics innovator : Seth Andrew, democracy prep, and the civic success sequence -- A tree without roots : repairing the history knowledge gap -- New civics innovator : iCivics : engaging the twenty-first century kid with video games -- The value of virtue : raising citizens with character -- New civics innovator : Jack Bradley, "The Rosa Parks of special needs students" -- Together we can do so much : revitalizing communities for the twenty-first century -- New civics innovators : The Young Voices in Newburgh, Indiana -- A vaccine against fake news: using less critical thinking - not more - to protect against misinformation -- New civics innovator : the accidental activist -- Learning how to talk and listen : civil discourse in a polarized age -- The future's citizen : can action civics create a more equitable democracy?

Civics is the study of the rights and duties that come with being a member of a country. Members of a country are called citizens. Find out more in Civics, one of the titles in the Social Studies Essential Skills series. Social Studies Essential Skills provides insight into key social studies concepts that students must know to develop a greater understanding of content

In this impassioned critique of America's growing disengagement from civic life and ideals, Drum Major Institute Executive Director Andrea Batista Schlesinger dissects the forcible erosion of our youngest generation's capacity for inquiry and provides recommendations for restoring the social, educational and political infrastructures that are prerequisites for a healthy democracy

Overview -- What is civics? -- What is citizenship? -- Current state of civics and citizenship education -- What's been done in the past -- Where do we go from here? -- Social-emotional learning and cultural literacy -- Virtue ethics and digital civics and citizenship -- Approaches to teaching digital civics and citizenship -- Diversity, inclusion and equity in digital civics and citizenship -- Teaching digital civics and citizenship -- Integrating with STEM/STEAM curriculum -- Integrating with traditional curriculum -- Stand-alone digital civics and citizenship classes -- Sample lesson plans and learning activities -- Standards, outcomes, and objectives -- Products and assessments -- Cultivating culture -- Looking forward.