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The Evidence Base for Social Studies: Government
The Evidence Base for Social Studies: Government
What We Know
Government is the structure of power and
authority used to provide order, maintain stability and promote the general
welfare of people at the local, state, national and international levels.
Civic knowledge (knowledge about government) is essential, as democracy is
reliant upon citizen knowledge of government and politics. Citizens must be
capable of understanding what is at stake in politics, what alternatives are
available, and their own positions on the issues. In order to accomplish this,
students need to have knowledge of political principles, which are the basic
rules of the democratic process (Niemi and Junn 1998, p.9).
What
does research identify about student learning of government?
Research analysis of the National Assessment of Educational Progress (NAEP)
Civics Assessment concludes that students have learned discrete facts but not
concepts. In other words, students lack a conceptual understanding to go along
with the facts and are often unable to tie facts to political principles. In
1998, the NAEP Civics Assessment reported that nearly one-third of high school
seniors lack a basic understanding of how American government operates (CIRCLE
2003, p.19). In 1996, a group of school children was asked what Memorial Day
meant to them. They responded by saying “It’s when the pools open.” (Albert
Shanker Institute 2003, p.6). To emphasize the lack of civics understanding,
Soule reported that the public’s level of political knowledge is nearly the
same as it was 60 years ago, despite rising levels of education (2001).
Like other subject areas, research suggests that students learn more about
government and politics when the subject becomes meaningful to them. Unlike
other subject areas, student understanding of government concepts often occurs
when students are nearing adulthood (Niemi and Junn 1998, p.88). This does not
imply that young children should not study government, but its relevancy
should be stressed.
Barton, as cited in Hoge, states that elementary
students have a very limited understanding of the nature and purpose of
government, politics, and economic institutions (2003). Barton adds that
elementary children tend to interpret government actions in terms of the
actions and desires of individuals, and misunderstand or ignore the role of
government as a structured system (Hoge 2003). Another study concludes that
students who simply memorized what they read rather than having discussions
and analysis of the readings scored lower on the NAEP Civics assessment (Niemi
and Junn 1998, p.79).
What does this look like in the classroom?
Young children are better served when exposed to a curriculum that
incorporates real politics and the development of critical analytic skills
(Niemi and Junn 1998, p.150). Real politics for young children is reflected in
classroom management, school government and local issues such as the need for
a traffic light at an intersection in town. Hoge suggests blending academic
content and process (skill-building, and discussion methods) to assist
students in becoming active citizens. Hilke promotes incorporating literature
in the government curriculum (1999, p.34). Hilke proposes that students
collect government-related newspaper and magazine articles related to local,
state, national, or international issues to create bulletin boards or student
folders (1999, p.36).
Research indicates that at all grade levels,
students need to discuss issues, engage in active learning, and move from a
study of local issues, including school and classroom issues, toward global
issues. A democratic school includes a great deal of human interaction that
provides students’ exposure to new views, including opinions of classmates,
and various forms of decision-making (CIRCLE 2003, p. 6; Meier 2003, p. 16).
Student involvement in classroom/school governance provides students the
opportunity to gain civic skills and attitudes. This may be achieved by having
students participate in creating classroom rules, writing for a school
newspaper, participating in the school’s student governing council and clubs,
and volunteering (CIRCLE 2003, p. 15; Center for Civic Education 1999, p. xx).
Niemi and Junn suggest that students might better understand the Constitution
and the American governmental system as they learn about local issues (1999,
p.153); a position also reflected in the Civic Mission of Schools report.
Niemi and Junn suggest that civics/government courses increase coverage to
include teaching theoretical and comparative perspectives (1999, p.151). The
incorporation of political theories (democracy, theocracy, autocracy,
monarchy) and comparative perspectives (direct vs. indirect representative
democracy, communism vs. socialism, socialism vs. democracy) promote
responsible citizenship (CIRCLE 2003, p. 4; Niemi and Junn 1998, p. 151).
In much of the research, the overriding finding is that if students are
provided real-world applications and given the opportunity to be participants
in their local government bodies (i.e., classrooms, schools, city and county
units), greater political knowledge and participation will result. Real-world
applications include research, presentations, simulations, mock trials and
elections, service learning and participation in student government (CIRCLE
2003, p. 21). “The Civic Mission of Schools” identifies the U.S. Constitution
and the Declaration of Independence as key sources for students to reference
when addressing issues associated with school, religion, workplace and rights
of governmental bodies (CIRCLE 2003, p.21).
Government education
increases political knowledge, such as how government works, political
efficacy and the belief that one can influence political outcomes. Government
education strengthens democratic values by increasing participation in the
political process.
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