By Robert Pondiscio, Special to CNN
Editor's note: Robert Pondiscio is a former fifth grade teacher and the executive director of Citizenship First, a civic education organization based at Harlem's Democracy Prep Public Schools.
(CNN) -- When you're chowing down on hot dogs and hamburgers on this most patriotic of national holidays, try this experiment: Ask your friends and neighbors across the picnic table why they send their kids to school.
Chances are good that nearly everyone you ask will give an answer that reveals a private, dollars-and-cents view of education. We want to see our kids go to college, get good jobs, earn a decent living and make something of themselves.
We send our kids to school and hope they grow up to lead happy, productive lives, and with luck wind up a little better off than their parents. For most of us, education is the engine of upward mobility. These private aspirations are as American as apple pie.
But we send kids to school not just to become employees and entrepreneurs, but citizens capable of wise and effective self-government in our democracy. This public dimension of schooling was a founding principle of American education. We have all but forgotten it in the current era of education overhaul.
Read Pondiscio's full column
By Julian Zelizer, CNN contributor
Editor's note: Julian Zelizer is a professor of history and public affairs at Princeton University. He is the author of "Jimmy Carter" and "Governing America."
(CNN) - Everyone talks about our broken political system. Washington is too polarized. Money dominates politics. Politicians don't know how to lead. Citizens are not as attentive to governance and public policy as they should be. Americans either ignore politics or see it is one more form of entertainment, "American Idol" on steroids.
As a result, politicians get away with all kinds of misstatements and truths, in part because the electorate is so gullible.
How do we make our democracy work better?
Political reform will be essential to making sure that our institutions operate effectively. The news media needs to do a better job of separating truth from fiction and backing away from the increasingly partisan outlook of journalism. Civic organizations need to do more to make sure that voters are active in politics and, at a minimum, that they actually vote on Election Day.
But education is also going to be a key part of the equation. The way in which we teach our citizens in schools and colleges is how we shape our electorate from a very young age. If we do not do a good job imparting the basics that are needed to be virtuous members of our democracy, the system will never be repaired.
Unfortunately, there is some bad news on this front. A recent study by the American Academy of Arts & Sciences sounded the alarm that vital subjects such as history, literature, language, civics and the arts are in trouble.
According to the report, the percentage of students majoring in the humanities has dropped in half, falling from 14 in 1966 to 7 in 2012. In 2010, only 45% of high school students were able to demonstrate a basic understanding of U.S. history.
Read Zelizer's full column
by Lisa Sylvester, CNN
(CNN) This time of the year, even the youngest children know something is up. There's a running stream of political advertisements on television, mail flyers with smiling politicians asking for our vote and the ubiquitous bumper stickers on cars.
You can tell when children are getting their daily dose of politics the moment they start parroting back "I'm Barack Obama/Mitt Romney, and I approve this message."
But making sense of the electoral process can be overwhelming for children.
"One of the problems is civics is not taught adequately in schools. A Democratic system relies on an enlightened citizenry, as Thomas Jefferson said, to meet its goals," says Charles Quigley of the Center for Civic Education, a non-profit, non-partisan organization that promotes civic education.
Schools used to spend more time teaching children about the political process in class. But national education reform's mandate for high-stakes testing has teachers and school administrators now placing more emphasis on math and language arts at the expense of political science, explains Quigley.
The 2010 Civics National Assessment of Educational Progress, also known as the Nation's Report Card, found the civics performance of twelfth-graders has been slipping. Only 64 percent of high school seniors were performing at or above basic level.
Achievement by U.S. 4th graders in civics was slightly better, with 77 percent at or above basic levels.
by Donna Krache, CNN
Editor's note: This article originally appeared on Schools of Thought on July 19th, 2012. We're bringing it back for Constitution Day.
(CNN) - The retired Supreme Court justice is all business as she walks into our meeting room.
But inside, she’s got the heart of an educator.
Of course, Sandra Day O’Connor will always be associated with her historic “first,” as the first woman justice to sit on the U.S. Supreme Court. Prior to that appointment by President Ronald Reagan in 1981, she also served as a judge and a state senator.
Since her retirement from the high court in 2006, she has found a new passion – civics education.
How did she decide to become a champion of that cause? O’Connor says that in her last year on the bench, she was “very much aware of the major issues and debates” being brought before the high court. There were lots of complaints about the decisions, she says, and many were directed at the judicial branch – with some blaming the justices for certain outcomes.
“As you analyzed it, it appeared to show in many cases that the concerns were misdirected: There was a tendency to blame the courts for things that were really not a judicial matter,” she told CNN.
The solution to that misunderstanding, she believes, is civics education – a subject she notes has changed through the years. She remembers her own schooling in El Paso, Texas, and how she learned about Texas government. Civics knowledge was helpful to her later in life, O’Connor says, and she’s disappointed that today, many schools have stopped teaching the subject.
But she believes young people do have a desire to learn civics because they want to participate in their government, to change things and better their lives. “There is an increasing appreciation that we do need to know how our government works: national, state and local,” says O’Connor. “And that this is part and parcel of the things that every young person wants to know because they want to have an effect.”
By Peter Levine, Special to CNN
Editor’s note: Peter Levine is the Lincoln Filene Professor of Citizenship and Public Affairs and director of CIRCLE, the Center for Information and Research on Civic Learning and Engagement, part of Tufts University’s Jonathan Tisch College of Citizenship and Public Service. Levine has published eight books, including “The Future of Democracy: Developing the Next Generation of American Citizens.” He blogs daily at www.peterlevine.ws
(CNN) – I can vividly remember September 11, 2001, but today’s fifth-graders were not even born on that day. For them, September 11 is history – and often, a topic in their history class. Most teachers use best-selling civics and American history textbooks that describe the attacks on New York and Washington. And as of last fall, 21 states specifically mentioned 9/11 in their social studies standards.
Those are results from a scan of state laws and textbooks conducted by William & Mary professor Jeremy Stoddard and University of Wisconsin-Madison professor Diana Hess. My organization, CIRCLE, published its study last year. The authors tell me that not much has changed since then.
When we released the study, many readers expressed dismay that September 11 was mentioned in less than half of the states’ standards - as if that meant that policymakers and educators did not care enough about terrorism. When lawmakers are concerned about any topic, they are often tempted to add it to the state’s social studies standards. The Illinois Legislature, for instance, has passed bills requiring or encouraging social studies teachers to spend time on Leif Erickson, the Irish Potato Famine and the importance of trees and birds. So why not mandate teaching 9/11? FULL POST
CNN’s Schools of Thought blog is a place for parents, educators and students to learn about and discuss what's happening in education. We're curious about what's happening before kindergarten, through college and beyond. Have a story to tell? Contact us at firstname.lastname@example.org