Teaching civics’ soft skills: How do civics education and social-emotional learning overlap?
Is It Time for Civics to Make a Comeback?
Video Games That Bring Civics Class to Life
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","publishDate":1635157023,"format":"standard","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco wants her students to deliberate. Each week in her 9th grade civics class in a suburb of Minneapolis, the educator guides students through differing ideas of American government. Whether it’s viewing a TikTok challenge through the ideas of Hobbs and Locke, or looking at natural rights theory and classical republicanism through the lens of Covid-19, she asks students to first understand, then argue for different—and often opposing—points of view. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These exercises in “perspective-taking,” she said, take her lessons a step farther than history and knowledge-building about government. Empathy, tolerance and communicating across differences are in short supply in many communities, and young people need practice as they enter a deeply divided society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily have a lot of examples of two people with disparate opinions having a conversation where the goal isn’t to win,” Cisco said, “but to deliberate and understand.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators across the nation are getting focused on teaching the “soft skills” of civics education. As civics has made a comeback into classrooms after years of neglect, educators and experts say they are layering traditional civics content with skills more social and emotional in nature, like social awareness, identity development and relationship skills. Over the last few years, as political and social challenges roiled the nation—from a global pandemic to the murder of George Floyd to the January 6th insurrection—civics educators are saying both knowledge and empathy, action and communication skills are needed to be a twenty-first century citizen. Schools, they say, should be teaching both. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, perhaps the biggest comeback civics has made is that it now includes a heavy dose of Social-Emotional Learning, or SEL, alongside the Articles of Confederation or how a bill becomes law. Social-Emotional Learning, an umbrella term for the development of non-academic skills like managing emotions and developing healthy relationships, is already ubiquitous in schools. But its explicit connection to civics learning, and the outcomes it’s supposed to produce, like more engaged citizens, is newer. \u003c/span>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decades of research has shown that high-quality SEL improves social and academic outcomes for students, and even sets the stage for \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1633924?journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">healthy brain development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But an updated \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/\">\u003cspan style=\"font-weight: 400\">framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out from CASEL, SEL’s largest research and advocacy organization in education, added a new long-term outcome: \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">engaged citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identity development that leads to self-awareness, they wrote, is associated not only with positive mental health and self-esteem, but \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">“productive citizenship later in life.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In turn, civics organizations have begun adding SEL to their core competencies. A few years ago, the Campaign for the Civic Mission of Schools added SEL as complementary to their “\u003c/span>\u003ca href=\"https://tischcollege.tufts.edu/research/republic-still-risk-and-civics-part-solution\">\u003cspan style=\"font-weight: 400\">Six Proven Practices”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include civics and government courses, service learning and student-led school groups. Advocacy organizations like \u003c/span>\u003ca href=\"https://www.civxnow.org/\">\u003cspan style=\"font-weight: 400\">CivXNow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-partisan pro-civics group of 100 organizations, think it’s important as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Civics and SEL have a symbiotic relationship, and when we integrate them, we help nurture students as knowledgeable, caring and engaged citizens,” said Emma Humphries, CivxNow’s deputy director and chief education officer at iCivics. “At a time when Americans can’t agree on anything, this is incredibly important. There’s a sense that Americans, and, with it, our constitutional democracy, could really benefit from two things: more and deeper civic knowledge, and increased civility.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A crisis in civics education\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last fifty or sixty years, civics education has fallen out of favor in many schools. Educating for citizenship, once the core mission of public schools, was sidelined by competing objectives like educating for college and career, and focus on Science, Technology, Engineering and Math (STEM). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-stakes testing and accountability measures, focusing on reading and math, forced important subjects like history and government to the sidelines. In the last round of 8th grade assessments on the National Assessment of Educational Progress (NAEP) from 2018, only \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/ushistory/results/achievement/\">\u003cspan style=\"font-weight: 400\">15% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in history, and about \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/civics/results/achievement/#:~:text=In%202018%2C%20about%2024%20percent,2014%2C%20the%20previous%20assessment%20year.\">\u003cspan style=\"font-weight: 400\">24% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in civics. Experts say sidelining history, civics and government contributed to America’s incredibly \u003c/span>\u003ca href=\"https://www.annenbergpublicpolicycenter.org/political-communication/civics-knowledge-survey/\">\u003cspan style=\"font-weight: 400\">low level of knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their civic rights, responsibilities and system of government, and might contribute to \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/03/in-past-elections-u-s-trailed-most-developed-countries-in-voter-turnout/\">\u003cspan style=\"font-weight: 400\">low voting rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But while history and civic knowledge is crucial, many of today’s civic challenges, as seen through recent crises, are more complex. The social isolation and alienation, sharing of online misinformation, and hateful polarization that helped contribute to recent events can’t neatly be solved by content classes alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solving these issues, experts say, requires a more holistic approach. “Both enterprises are anchored in relationships,” said Robert J. Jagers, vice president of research at CASEL. History provides context to what happened in the past, while SEL helps students assess how they should behave in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive school culture with standards and codes of behavior, he said, is SEL that also naturally helps students prepare for living in a democracy. “SEL is civic socialization, it’s relational, helping you to understand yourself in connection with other people,” Jagers said. “Your own thoughts and emotions and behaviors, how to be reserved when it’s appropriate, when you do that in a group. You learn how to do that by extension as the groups get larger, and the contexts get different.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Civics skills where SEL plays a part\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the connection between civics and SEL becomes stronger, educators and programs are finding ways to highlight how SEL improves the civic skills needed to meet twenty-first century challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy is an important civic skill. \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">R\u003c/a>\u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">\u003cspan style=\"font-weight: 400\">esearch shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that a majority of students can’t discern the truth of what they read or see online, and the “fake news” shared on social media has been a driver of polarization and civil unrest. Yet investigating the emotions behind how we share and what we believe on social media is a crucial part of media literacy that often doesn’t get addressed, said librarian and author Jennifer LaGarde. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning can help students identify the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> behind what they share, she said, and understand the important role managing emotions plays. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the new book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Developing-Digital-Detectives-Essential-Discerning/dp/1564849058\">Developing Digital Detectives\u003c/a>: Essential Lessons for Discerning Fact from Fiction in the 'Fake News' Era\u003c/span>\u003cspan style=\"font-weight: 400\">,\" LaGarde and co-author Darren Hudgins say that before fact checking an online claim, students need to do an “emotion check” first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that one of the ways to get us to click and hit ‘share’ is to trigger an emotion,” LaGarde said. “Once that emotion is triggered, the flight or fight part of our brain is triggered, and then it doesn’t matter what we know about fact checking. The emotion has taken over.” \u003c/span>\u003c/p>\n\u003cp>https://twitter.com/jenniferlagarde/status/1227760800539930625\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The inquiry-driven \u003c/span>\u003ca href=\"https://www.socialstudies.org/standards/c3\">\u003cspan style=\"font-weight: 400\">College, Career and Civic Life (C3) Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Social Studies State Standards, developed by the National Council for the Social Studies, weaves in relationship-building skills to get students communicating with each other as they are exploring history and civics concepts, and evaluating sources. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Art Lewandowski, professor of teaching and learning at Bowling Green State University in Bowling Green, Ohio, teaches preservice teachers the C3 Framework as a philosophical framework to understand state history standards. He said the inquiry-based standards weave in aspects of SEL, including building relationship and communication skills, throughout to prepare students not just for taking a test. “It’s to prepare students for civic engagement,” he said, “and preparing students to collaborate with diverse peers to solve problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the work of learning to talk about difficult topics with those who might disagree. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\">\u003cspan style=\"font-weight: 400\">Research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that classrooms where students discuss politically controversial topics, led by a well-prepared teacher, can increase the “civic knowledge, skills and dispositions that lead to adult civic engagement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In times of extreme division and polarization—one where tensions run so deep\u003c/span>\u003ca href=\"https://centerforpolitics.org/crystalball/articles/new-initiative-explores-deep-persistent-divides-between-biden-and-trump-voters/\">\u003cspan style=\"font-weight: 400\"> nearly half of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> think dissolution is a good idea—teaching how to “deliberate for understanding” can be a challenge. Social-emotional skills can help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco’s civics students have frequent conversations about controversial topics in her civics class, but that wouldn’t be possible, she said, without the careful, deliberate scaffolding of social-emotional skills along the way. Students are required to take different positions on the same topic, in order to get practice having empathy and understanding for another’s position. And she teaches them to use specific sentence frames to communicate understanding. Sometimes it’s as simple as saying “I disagree with Jasmine’s idea,” instead of “I disagree with Jasmine.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The SEL standards become the civics standards,” Cisco said. “You’re not teaching two separate things, they weave together perfectly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While educators continue to blend SEL and civics, researchers are still trying to figure out a way to measure SEL’s effectiveness in producing engaged citizens. Laura Hamilton, associate vice president of Research Centers at the Educational Testing Service, called figuring out how to assess civic dispositions a “work in progress.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to assess knowledge,” she said. “But when you start to look at dispositions, civic engagement in the community or voting, those are harder to measure, and harder to link to what is happening in K-12 schools.” She sees promise in computer-based assessments that engage students in an activity, like presenting students with a social problem and gauging how they would respond. \u003c/span>\u003c/p>\n\u003cp>[ad floatright]\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, Cisco is hoping that the perspective-taking exercises leave an impression, and go with her students into their futures as engaged citizens. “Whenever I’m asked to give my why for teaching,” she said, “my answer is: the future of our country. This is the make it or break it generation.”\u003c/span>\u003c/p>\n\n","blocks":[],"excerpt":"Educators and researchers hope that integrating some of the soft skills that are part of social and emotional learning practices can help civics education bridge some of the deep political rifts in this country. ","status":"publish","parent":0,"modified":1635270635,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":29,"wordCount":1727},"headData":{"title":"Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? - MindShift","description":"Educators and researchers hope that integrating some of the soft skills that are part of social and emotional learning practices can help civics education bridge some of the deep political rifts in this country. ","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? ","datePublished":"2021-10-25T10:17:03.000Z","dateModified":"2021-10-26T17:50:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"58660 https://ww2.kqed.org/mindshift/?p=58660","disqusUrl":"https://ww2.kqed.org/mindshift/2021/10/25/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap/","disqusTitle":"Teaching civics’ soft skills: How do civics education and social-emotional learning overlap? ","path":"/mindshift/58660/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco wants her students to deliberate. Each week in her 9th grade civics class in a suburb of Minneapolis, the educator guides students through differing ideas of American government. Whether it’s viewing a TikTok challenge through the ideas of Hobbs and Locke, or looking at natural rights theory and classical republicanism through the lens of Covid-19, she asks students to first understand, then argue for different—and often opposing—points of view. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">These exercises in “perspective-taking,” she said, take her lessons a step farther than history and knowledge-building about government. Empathy, tolerance and communicating across differences are in short supply in many communities, and young people need practice as they enter a deeply divided society. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We don’t necessarily have a lot of examples of two people with disparate opinions having a conversation where the goal isn’t to win,” Cisco said, “but to deliberate and understand.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Educators across the nation are getting focused on teaching the “soft skills” of civics education. As civics has made a comeback into classrooms after years of neglect, educators and experts say they are layering traditional civics content with skills more social and emotional in nature, like social awareness, identity development and relationship skills. Over the last few years, as political and social challenges roiled the nation—from a global pandemic to the murder of George Floyd to the January 6th insurrection—civics educators are saying both knowledge and empathy, action and communication skills are needed to be a twenty-first century citizen. Schools, they say, should be teaching both. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">To that end, perhaps the biggest comeback civics has made is that it now includes a heavy dose of Social-Emotional Learning, or SEL, alongside the Articles of Confederation or how a bill becomes law. Social-Emotional Learning, an umbrella term for the development of non-academic skills like managing emotions and developing healthy relationships, is already ubiquitous in schools. But its explicit connection to civics learning, and the outcomes it’s supposed to produce, like more engaged citizens, is newer. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Decades of research has shown that high-quality SEL improves social and academic outcomes for students, and even sets the stage for \u003c/span>\u003ca href=\"https://www.tandfonline.com/doi/abs/10.1080/00461520.2019.1633924?journalCode=hedp20\">\u003cspan style=\"font-weight: 400\">healthy brain development\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. But an updated \u003c/span>\u003ca href=\"https://casel.org/fundamentals-of-sel/what-is-the-casel-framework/\">\u003cspan style=\"font-weight: 400\">framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> out from CASEL, SEL’s largest research and advocacy organization in education, added a new long-term outcome: \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">engaged citizenship\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">. Identity development that leads to self-awareness, they wrote, is associated not only with positive mental health and self-esteem, but \u003c/span>\u003ca href=\"https://casel.org/wp-content/uploads/2021/01/11_CASEL-Program-Criteria-Rationale.pdf\">\u003cspan style=\"font-weight: 400\">“productive citizenship later in life.”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003ci>\u003c/i>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In turn, civics organizations have begun adding SEL to their core competencies. A few years ago, the Campaign for the Civic Mission of Schools added SEL as complementary to their “\u003c/span>\u003ca href=\"https://tischcollege.tufts.edu/research/republic-still-risk-and-civics-part-solution\">\u003cspan style=\"font-weight: 400\">Six Proven Practices”\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that include civics and government courses, service learning and student-led school groups. Advocacy organizations like \u003c/span>\u003ca href=\"https://www.civxnow.org/\">\u003cspan style=\"font-weight: 400\">CivXNow\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\">, a non-partisan pro-civics group of 100 organizations, think it’s important as well.\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“Civics and SEL have a symbiotic relationship, and when we integrate them, we help nurture students as knowledgeable, caring and engaged citizens,” said Emma Humphries, CivxNow’s deputy director and chief education officer at iCivics. “At a time when Americans can’t agree on anything, this is incredibly important. There’s a sense that Americans, and, with it, our constitutional democracy, could really benefit from two things: more and deeper civic knowledge, and increased civility.”\u003c/span>\u003c/p>\n\u003ch2>\u003cb>A crisis in civics education\u003c/b>\u003cspan style=\"font-weight: 400\"> \u003c/span>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">Over the last fifty or sixty years, civics education has fallen out of favor in many schools. Educating for citizenship, once the core mission of public schools, was sidelined by competing objectives like educating for college and career, and focus on Science, Technology, Engineering and Math (STEM). \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">High-stakes testing and accountability measures, focusing on reading and math, forced important subjects like history and government to the sidelines. In the last round of 8th grade assessments on the National Assessment of Educational Progress (NAEP) from 2018, only \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/ushistory/results/achievement/\">\u003cspan style=\"font-weight: 400\">15% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in history, and about \u003c/span>\u003ca href=\"https://www.nationsreportcard.gov/civics/results/achievement/#:~:text=In%202018%2C%20about%2024%20percent,2014%2C%20the%20previous%20assessment%20year.\">\u003cspan style=\"font-weight: 400\">24% scored\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> proficient in civics. Experts say sidelining history, civics and government contributed to America’s incredibly \u003c/span>\u003ca href=\"https://www.annenbergpublicpolicycenter.org/political-communication/civics-knowledge-survey/\">\u003cspan style=\"font-weight: 400\">low level of knowledge\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> about their civic rights, responsibilities and system of government, and might contribute to \u003c/span>\u003ca href=\"https://www.pewresearch.org/fact-tank/2020/11/03/in-past-elections-u-s-trailed-most-developed-countries-in-voter-turnout/\">\u003cspan style=\"font-weight: 400\">low voting rates\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> as well. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">But while history and civic knowledge is crucial, many of today’s civic challenges, as seen through recent crises, are more complex. The social isolation and alienation, sharing of online misinformation, and hateful polarization that helped contribute to recent events can’t neatly be solved by content classes alone. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Solving these issues, experts say, requires a more holistic approach. “Both enterprises are anchored in relationships,” said Robert J. Jagers, vice president of research at CASEL. History provides context to what happened in the past, while SEL helps students assess how they should behave in the future. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">A positive school culture with standards and codes of behavior, he said, is SEL that also naturally helps students prepare for living in a democracy. “SEL is civic socialization, it’s relational, helping you to understand yourself in connection with other people,” Jagers said. “Your own thoughts and emotions and behaviors, how to be reserved when it’s appropriate, when you do that in a group. You learn how to do that by extension as the groups get larger, and the contexts get different.” \u003c/span>\u003c/p>\n\u003ch2>\u003cb>Civics skills where SEL plays a part\u003c/b>\u003c/h2>\n\u003cp>\u003cspan style=\"font-weight: 400\">As the connection between civics and SEL becomes stronger, educators and programs are finding ways to highlight how SEL improves the civic skills needed to meet twenty-first century challenges. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Media literacy is an important civic skill. \u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">R\u003c/a>\u003c/span>\u003ca href=\"https://www.npr.org/sections/thetwo-way/2016/11/23/503129818/study-finds-students-have-dismaying-inability-to-tell-fake-news-from-real\">\u003cspan style=\"font-weight: 400\">esearch shows\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that a majority of students can’t discern the truth of what they read or see online, and the “fake news” shared on social media has been a driver of polarization and civil unrest. Yet investigating the emotions behind how we share and what we believe on social media is a crucial part of media literacy that often doesn’t get addressed, said librarian and author Jennifer LaGarde. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Social-emotional learning can help students identify the \u003c/span>\u003ci>\u003cspan style=\"font-weight: 400\">why\u003c/span>\u003c/i>\u003cspan style=\"font-weight: 400\"> behind what they share, she said, and understand the important role managing emotions plays. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the new book \"\u003c/span>\u003cspan style=\"font-weight: 400\">\u003ca href=\"https://www.amazon.com/Developing-Digital-Detectives-Essential-Discerning/dp/1564849058\">Developing Digital Detectives\u003c/a>: Essential Lessons for Discerning Fact from Fiction in the 'Fake News' Era\u003c/span>\u003cspan style=\"font-weight: 400\">,\" LaGarde and co-author Darren Hudgins say that before fact checking an online claim, students need to do an “emotion check” first. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know that one of the ways to get us to click and hit ‘share’ is to trigger an emotion,” LaGarde said. “Once that emotion is triggered, the flight or fight part of our brain is triggered, and then it doesn’t matter what we know about fact checking. The emotion has taken over.” \u003c/span>\u003c/p>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"singleTwitterStatus","attributes":{"named":{"id":"1227760800539930625"},"numeric":[]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\n\u003cp> \u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">The inquiry-driven \u003c/span>\u003ca href=\"https://www.socialstudies.org/standards/c3\">\u003cspan style=\"font-weight: 400\">College, Career and Civic Life (C3) Framework\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> for Social Studies State Standards, developed by the National Council for the Social Studies, weaves in relationship-building skills to get students communicating with each other as they are exploring history and civics concepts, and evaluating sources. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Art Lewandowski, professor of teaching and learning at Bowling Green State University in Bowling Green, Ohio, teaches preservice teachers the C3 Framework as a philosophical framework to understand state history standards. He said the inquiry-based standards weave in aspects of SEL, including building relationship and communication skills, throughout to prepare students not just for taking a test. “It’s to prepare students for civic engagement,” he said, “and preparing students to collaborate with diverse peers to solve problems.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">And then there’s the work of learning to talk about difficult topics with those who might disagree. \u003c/span>\u003ca href=\"https://www.kqed.org/mindshift/54968/how-classroom-political-discussions-controversies-too-prepare-students-for-needed-civic-participation\">\u003cspan style=\"font-weight: 400\">Research has shown\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> that classrooms where students discuss politically controversial topics, led by a well-prepared teacher, can increase the “civic knowledge, skills and dispositions that lead to adult civic engagement.”\u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In times of extreme division and polarization—one where tensions run so deep\u003c/span>\u003ca href=\"https://centerforpolitics.org/crystalball/articles/new-initiative-explores-deep-persistent-divides-between-biden-and-trump-voters/\">\u003cspan style=\"font-weight: 400\"> nearly half of Americans\u003c/span>\u003c/a>\u003cspan style=\"font-weight: 400\"> think dissolution is a good idea—teaching how to “deliberate for understanding” can be a challenge. Social-emotional skills can help. \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">Kara Cisco’s civics students have frequent conversations about controversial topics in her civics class, but that wouldn’t be possible, she said, without the careful, deliberate scaffolding of social-emotional skills along the way. Students are required to take different positions on the same topic, in order to get practice having empathy and understanding for another’s position. And she teaches them to use specific sentence frames to communicate understanding. Sometimes it’s as simple as saying “I disagree with Jasmine’s idea,” instead of “I disagree with Jasmine.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“The SEL standards become the civics standards,” Cisco said. “You’re not teaching two separate things, they weave together perfectly.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">While educators continue to blend SEL and civics, researchers are still trying to figure out a way to measure SEL’s effectiveness in producing engaged citizens. Laura Hamilton, associate vice president of Research Centers at the Educational Testing Service, called figuring out how to assess civic dispositions a “work in progress.” \u003c/span>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">“We know how to assess knowledge,” she said. “But when you start to look at dispositions, civic engagement in the community or voting, those are harder to measure, and harder to link to what is happening in K-12 schools.” She sees promise in computer-based assessments that engage students in an activity, like presenting students with a social problem and gauging how they would respond. \u003c/span>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"floatright"},"numeric":["floatright"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cspan style=\"font-weight: 400\">In the meantime, Cisco is hoping that the perspective-taking exercises leave an impression, and go with her students into their futures as engaged citizens. “Whenever I’m asked to give my why for teaching,” she said, “my answer is: the future of our country. This is the make it or break it generation.”\u003c/span>\u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/58660/teaching-civics-soft-skills-how-do-civics-education-and-social-emotional-learning-overlap","authors":["4445"],"categories":["mindshift_193"],"tags":["mindshift_20533","mindshift_21167","mindshift_951","mindshift_943","mindshift_21234"],"featImg":"mindshift_58677","label":"mindshift"},"mindshift_30053":{"type":"posts","id":"mindshift_30053","meta":{"index":"posts_1591205157","site":"mindshift","id":"30053","score":null,"sort":[1375365605000]},"guestAuthors":[],"slug":"is-it-time-for-civics-to-make-a-comeback","title":"Is It Time for Civics to Make a Comeback?","publishDate":1375365605,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003cfigure id=\"attachment_30311\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/25692668@N06/3428784441/sizes/z/in/photolist-6dZqa8-bh95Mg-6e4AmG-8adiC5-62DzF6-yPizb-8ad27U-8adg4C-8YpPh9-8admvw-8aa2yH-8aa8b2-8aa2YX-8aa75K-8addEN-8adjpG-5RqZq4-5RqZSp-5RvjDh-8a9WWp-8a9VH4-8a9VjB-8acXXd-8ad1N3-52bNJ-yLPrA-91tJ1U-8acY3w-8addjS-8a9ZCK-8adfdW-8a9KEc-8ad1sm-8ad8Ch-8adnyY-8aa8mv-8adeDf-8ad8Yq-8adiU1-orEjo-8adeZ9-bkznxU-8a9Tit-8aa4c2-8a9GkX-8ad9j5-8ad62L-8ad97y-8a9Syt-8ad6B5-8ad71A/\">\u003cimg class=\"size-full wp-image-30311\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/3428784441_58cf632483_z.jpg\" alt=\"3428784441_58cf632483_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A \u003ca href=\"http://www.cnn.com/2013/07/04/opinion/pondiscio-civic-education\">recent op-ed\u003c/a> by Citizenship First Executive Director Robert Pondiscio wonders whether our children know how to be citizens. “We send kids to school not just to become employees and entrepreneurs, but citizens capable of wise and effective self-government in our democracy,” he writes. “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.”\u003c/p>\n\u003cp>Pondiscio said that while current school reform has rightly gotten students focused on college and career, “the ‘third c’ - citizenship - got lost. It’s time to bring it back. We need all three.”\u003c/p>\n\u003cp dir=\"ltr\">After years of being focused on getting kids prepared in reading and math, schools have let history and civics take a backseat. A \u003ca href=\"http://www.people-press.org/2010/01/28/senate-legislative-process-a-mystery-to-many/\">2010 Pew Research poll\u003c/a> showed that a large portion of Americans possess weak knowledge in how the legislative process works, and \u003ca href=\"http://ourcourts.org/our-approach/\">44% of Americans\u003c/a> can’t name one of the three branches of government. Is it time for civics to make a comeback in schools?\u003c/p>\n\u003cp>But what does teaching civics mean in the 21st Century? Do schools emphasize history and government courses, or does “engaged citizen” now mean something more? Pondiscio sets the bar at learning the basics of government: how our country was founded, how our government functions, the “bedrock principles” of American rights and freedoms. He even suggests that having high school students \u003ca href=\"http://www.theatlantic.com/national/archive/2013/04/lets-set-a-national-standard-for-our-students-a-really-low-one/274808/\">pass the US Citizenship Test\u003c/a> in order to graduate would be a good start.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Research overwhelmingly says the best learning environments are ones in which people have a sense of choice and voice.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp dir=\"ltr\">Some schools and organizations have stepped in to expand civics and history course offerings to engage modern learners. Programs like We the People’s \u003ca href=\"http://www.civiced.org/index.php?page=education_for_democracy_podcast\">Education for Democracy Podcasts\u003c/a> feature fascinating talks from experts on historical moments and concepts, like Indiana University’s John J. Patrick delving into Lincoln’s legacy, his presidency, and the country’s circumstances during the Civil War.\u003c/p>\n\u003cp>\u003cstrong>MIXING IN SOCIAL MEDIA\u003c/strong>\u003c/p>\n\u003cp>In the digital age, civic engagement now includes video games and social networking. Educators can choose from a variety of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/video-games-that-bring-civics-class-to-life/\">online civics games \u003c/a>like Commons Digital Towns Square and iCivics, an online education platform founded and led by Justice Sandra Day O’Connor.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/video-games-that-bring-civics-class-to-life/\">Video Games That Bring Civics to Life\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Tom Tresser, founder of Chicago’s \u003ca href=\"http://www.civiclab.us/about/\">CivicLab\u003c/a>, said he teaches a Civics 101 course to the students at \u003ca href=\"http://www.icstars.org/\">ICStars\u003c/a>, a nonprofit that teaches low-income high school graduates both business and coding skills to help begin tech careers. In this year’s class, students studied the Arab Spring and how it was shaped by Facebook and Twitter. “I wanted to give them a grounding in community organizing, how to use technology to lead social change, and how to use tech for community improvements.”\u003c/p>\n\u003cp>Some schools have even elevated teaching civics to part of their core mission. The UNO Charter Schools, also in Chicago, \u003ca href=\"http://www.unocharterschools.org/who_we_are\">state\u003c/a> that “public schools should serve as the main platform for transitioning Hispanic families into successful and civic-minded Americans.” And Harlem’s \u003ca href=\"http://democracyprep.org/story/approach\">Democracy Prep\u003c/a> calls their students ‘citizen-scholars’: “We believe that all public schools should place an explicit focus on preparing scholars to become active citizens and leaders in our democracy.”\u003c/p>\n\u003cp>While beefing up civics and history courses is important to creating engaged citizens, says \u003ca href=\"http://www.samchaltain.com/about\">Sam Chaltain\u003c/a>, author of \u003cem>American Schools: The Art of Creating a Democratic Learning Community\u003c/em>, students need more: They need practice using the very characteristics that create an informed, engaged, free-thinking citizen. Chaltain’s idea is that making school environments more democratic will show students how democracy actually works.\u003c/p>\n\u003cp>“What I tell my colleagues who are in civics education is that they do themselves a disservice speaking of civics education as a program or as a component or as a course. Actually, what we’re talking about is trying to identify the best possible operating system for high-functioning learning,” he said. And that optimal learning environment is not regimented and dictatorial. “Research overwhelmingly says the best learning environments are ones in which people have a sense of choice and voice.” Just like democracy.\u003c/p>\n\u003cp dir=\"ltr\">Chaltain’s work on the recent documentary \u003ca href=\"http://ayearatmissionhill.com/index.php/chapter10\">“A Year at Mission Hill,\u003c/a>” highlights a Boston elementary school that has tried to create a true democratic environment. “What we are facing in America and around the world today is not a crisis in education, but a crisis in faith and respect for democracy,\" Mission Hill founder Deborah Meier says in the film, \"which rests on having respect for the judgements of ordinary people.”\u003c/p>\n\u003cp dir=\"ltr\">The film, broken into 10 chapters, follows the children through their democratic learning process. It can appear messy and disorganized, but each child feels involved in the process of learning and making the school work. Fourth- and fifth-grade teacher James McGovern says at the film’s conclusion, “It’s not just about the result. It’s about the process, showing respect for each other’s opinions, debating skillfully, trying to be persuasive, trying to listen to each other.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">\n\u003c/p>\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1375719281,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":11,"wordCount":887},"headData":{"title":"Is It Time for Civics to Make a Comeback? | KQED","description":"A recent op-ed by Citizenship First Executive Director Robert Pondiscio wonders whether our children know how to be citizens. “We send kids to school not just to become employees and entrepreneurs, but citizens capable of wise and effective self-government in our democracy,” he writes. “This public dimension of schooling was a founding principle of American","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Is It Time for Civics to Make a Comeback?","datePublished":"2013-08-01T14:00:05.000Z","dateModified":"2013-08-05T16:14:41.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"30053 http://blogs.kqed.org/mindshift/?p=30053","disqusUrl":"https://ww2.kqed.org/mindshift/2013/08/01/is-it-time-for-civics-to-make-a-comeback/","disqusTitle":"Is It Time for Civics to Make a Comeback?","path":"/mindshift/30053/is-it-time-for-civics-to-make-a-comeback","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003cfigure id=\"attachment_30311\" class=\"wp-caption alignright\" style=\"max-width: 640px\">\u003ca href=\"http://www.flickr.com/photos/25692668@N06/3428784441/sizes/z/in/photolist-6dZqa8-bh95Mg-6e4AmG-8adiC5-62DzF6-yPizb-8ad27U-8adg4C-8YpPh9-8admvw-8aa2yH-8aa8b2-8aa2YX-8aa75K-8addEN-8adjpG-5RqZq4-5RqZSp-5RvjDh-8a9WWp-8a9VH4-8a9VjB-8acXXd-8ad1N3-52bNJ-yLPrA-91tJ1U-8acY3w-8addjS-8a9ZCK-8adfdW-8a9KEc-8ad1sm-8ad8Ch-8adnyY-8aa8mv-8adeDf-8ad8Yq-8adiU1-orEjo-8adeZ9-bkznxU-8a9Tit-8aa4c2-8a9GkX-8ad9j5-8ad62L-8ad97y-8a9Syt-8ad6B5-8ad71A/\">\u003cimg class=\"size-full wp-image-30311\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2013/07/3428784441_58cf632483_z.jpg\" alt=\"3428784441_58cf632483_z\" width=\"640\" height=\"360\" srcset=\"https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z.jpg 640w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z-400x225.jpg 400w, https://ww2.kqed.org/app/uploads/sites/23/2013/07/3428784441_58cf632483_z-320x180.jpg 320w\" sizes=\"(max-width: 640px) 100vw, 640px\">\u003c/a>\u003cfigcaption class=\"wp-caption-text\"> \u003c/figcaption>\u003c/figure>\n\u003cp class=\"dropcap-serif\">A \u003ca href=\"http://www.cnn.com/2013/07/04/opinion/pondiscio-civic-education\">recent op-ed\u003c/a> by Citizenship First Executive Director Robert Pondiscio wonders whether our children know how to be citizens. “We send kids to school not just to become employees and entrepreneurs, but citizens capable of wise and effective self-government in our democracy,” he writes. “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.”\u003c/p>\n\u003cp>Pondiscio said that while current school reform has rightly gotten students focused on college and career, “the ‘third c’ - citizenship - got lost. It’s time to bring it back. We need all three.”\u003c/p>\n\u003cp dir=\"ltr\">After years of being focused on getting kids prepared in reading and math, schools have let history and civics take a backseat. A \u003ca href=\"http://www.people-press.org/2010/01/28/senate-legislative-process-a-mystery-to-many/\">2010 Pew Research poll\u003c/a> showed that a large portion of Americans possess weak knowledge in how the legislative process works, and \u003ca href=\"http://ourcourts.org/our-approach/\">44% of Americans\u003c/a> can’t name one of the three branches of government. Is it time for civics to make a comeback in schools?\u003c/p>\n\u003cp>But what does teaching civics mean in the 21st Century? Do schools emphasize history and government courses, or does “engaged citizen” now mean something more? Pondiscio sets the bar at learning the basics of government: how our country was founded, how our government functions, the “bedrock principles” of American rights and freedoms. He even suggests that having high school students \u003ca href=\"http://www.theatlantic.com/national/archive/2013/04/lets-set-a-national-standard-for-our-students-a-really-low-one/274808/\">pass the US Citizenship Test\u003c/a> in order to graduate would be a good start.\u003c/p>\n\u003cp dir=\"ltr\">\u003cstrong>\u003c/strong>\u003c/p>\n\u003caside class=\"pullquote alignleft\">\"Research overwhelmingly says the best learning environments are ones in which people have a sense of choice and voice.”\u003c/aside>\n\u003cp>\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">Some schools and organizations have stepped in to expand civics and history course offerings to engage modern learners. Programs like We the People’s \u003ca href=\"http://www.civiced.org/index.php?page=education_for_democracy_podcast\">Education for Democracy Podcasts\u003c/a> feature fascinating talks from experts on historical moments and concepts, like Indiana University’s John J. Patrick delving into Lincoln’s legacy, his presidency, and the country’s circumstances during the Civil War.\u003c/p>\n\u003cp>\u003cstrong>MIXING IN SOCIAL MEDIA\u003c/strong>\u003c/p>\n\u003cp>In the digital age, civic engagement now includes video games and social networking. Educators can choose from a variety of \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/video-games-that-bring-civics-class-to-life/\">online civics games \u003c/a>like Commons Digital Towns Square and iCivics, an online education platform founded and led by Justice Sandra Day O’Connor.\u003c/p>\n\u003cp style=\"text-align: center\">\u003cstrong>[RELATED\u003c/strong>: \u003ca href=\"http://ww2.kqed.org/mindshift/2012/10/video-games-that-bring-civics-class-to-life/\">Video Games That Bring Civics to Life\u003c/a>\u003cstrong>]\u003c/strong>\u003c/p>\n\u003cp>Tom Tresser, founder of Chicago’s \u003ca href=\"http://www.civiclab.us/about/\">CivicLab\u003c/a>, said he teaches a Civics 101 course to the students at \u003ca href=\"http://www.icstars.org/\">ICStars\u003c/a>, a nonprofit that teaches low-income high school graduates both business and coding skills to help begin tech careers. In this year’s class, students studied the Arab Spring and how it was shaped by Facebook and Twitter. “I wanted to give them a grounding in community organizing, how to use technology to lead social change, and how to use tech for community improvements.”\u003c/p>\n\u003cp>Some schools have even elevated teaching civics to part of their core mission. The UNO Charter Schools, also in Chicago, \u003ca href=\"http://www.unocharterschools.org/who_we_are\">state\u003c/a> that “public schools should serve as the main platform for transitioning Hispanic families into successful and civic-minded Americans.” And Harlem’s \u003ca href=\"http://democracyprep.org/story/approach\">Democracy Prep\u003c/a> calls their students ‘citizen-scholars’: “We believe that all public schools should place an explicit focus on preparing scholars to become active citizens and leaders in our democracy.”\u003c/p>\n\u003cp>While beefing up civics and history courses is important to creating engaged citizens, says \u003ca href=\"http://www.samchaltain.com/about\">Sam Chaltain\u003c/a>, author of \u003cem>American Schools: The Art of Creating a Democratic Learning Community\u003c/em>, students need more: They need practice using the very characteristics that create an informed, engaged, free-thinking citizen. Chaltain’s idea is that making school environments more democratic will show students how democracy actually works.\u003c/p>\n\u003cp>“What I tell my colleagues who are in civics education is that they do themselves a disservice speaking of civics education as a program or as a component or as a course. Actually, what we’re talking about is trying to identify the best possible operating system for high-functioning learning,” he said. And that optimal learning environment is not regimented and dictatorial. “Research overwhelmingly says the best learning environments are ones in which people have a sense of choice and voice.” Just like democracy.\u003c/p>\n\u003cp dir=\"ltr\">Chaltain’s work on the recent documentary \u003ca href=\"http://ayearatmissionhill.com/index.php/chapter10\">“A Year at Mission Hill,\u003c/a>” highlights a Boston elementary school that has tried to create a true democratic environment. “What we are facing in America and around the world today is not a crisis in education, but a crisis in faith and respect for democracy,\" Mission Hill founder Deborah Meier says in the film, \"which rests on having respect for the judgements of ordinary people.”\u003c/p>\n\u003cp dir=\"ltr\">The film, broken into 10 chapters, follows the children through their democratic learning process. It can appear messy and disorganized, but each child feels involved in the process of learning and making the school work. Fourth- and fifth-grade teacher James McGovern says at the film’s conclusion, “It’s not just about the result. It’s about the process, showing respect for each other’s opinions, debating skillfully, trying to be persuasive, trying to listen to each other.”\u003c/p>\n\u003cp>\u003c/p>\n\u003cp dir=\"ltr\">\n\u003c/p>\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/30053/is-it-time-for-civics-to-make-a-comeback","authors":["4445"],"categories":["mindshift_193"],"tags":["mindshift_20533","mindshift_1040","mindshift_951"],"featImg":"mindshift_30311","label":"mindshift"},"mindshift_24249":{"type":"posts","id":"mindshift_24249","meta":{"index":"posts_1591205157","site":"mindshift","id":"24249","score":null,"sort":[1349804648000]},"guestAuthors":[],"slug":"video-games-that-bring-civics-class-to-life","title":"Video Games That Bring Civics Class to Life","publishDate":1349804648,"format":"aside","headTitle":"MindShift | KQED News","labelTerm":{"site":"mindshift"},"content":"\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/civics_image.png\">\u003cimg class=\"alignleft size-medium wp-image-24257\" title=\"civics_image\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/civics_image-300x167.png\" alt=\"\" width=\"300\" height=\"167\">\u003c/a>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">The online educational video game site \u003ca href=\"http://ww2.kqed.org/mindshift/tag/next-generation-learning-challenges/\">iCivics,\u003c/a> created in 2009 by former Supreme Court Justice Sandra Day O'Connor that features civics curriculum, has partnered with \u003ca href=\"http://everfi.com/\">EverFi\u003c/a>, an ed-tech company focused on K-12 and higher ed. And through the partnership comes a new initiative \u003ca href=\"http://everfi.com/civic-education\">Commons - Digital Town Square\u003c/a>, offered free to all K-12 schools.\u003c/p>\n\u003cp>The focus of Commons - Digital Town Square is to provide schools with standards-based educational gaming, aligned to the Common Core, with social components. Students who play iCivics games will be able to move along at their own pace, according to Kara Hedges-Sasse, Executive Vice President of Product Development at EverFi. “We intend to utilize adaptive-pathing techniques as well as evidence-based practices to help guide each student differently as they learn and ultimately change behaviors,” she said.\u003c/p>\n\u003cp>So how is Commons - Digital Town Square different from iCivics? In addition to having the adaptive feature, it will have a variety of media including simulations and animations as well as pre- and post-assessments and behavioral surveys that “measure changes in students' attitudes and behaviors regarding a variety of civic matters.”\u003c/p>\n\u003cp>Of course, an implicit requirement of using this game is student access to computers. Students \u003c!--more-->and teachers who have access to computers in school will be able to play the games, take assessments, and collaborate with other students virtually. Here's how it works.\u003c/p>\n\u003cp>\u003cstrong>Social Components.\u003c/strong> One of the most interesting features of Commons - Digital Town Square is its social features. Students will be able to interact not only with each in their virtual classroom, but also with other classrooms across the country. Students will be able to create social circles where students can cluster themselves in areas of engagement. Students might work together on projects on the local level or even at the national level.\u003c/p>\n\u003cp>[ad fullwidth]\u003c/p>\n\u003cp>\u003cstrong>Badges and Avatars\u003c/strong>. Public badges will be displayed along with each student's avatar. These badges will not only connect to achievements within the platform, such as passing an assessment, but will also be connected to “civic rewards and even mentorships from national and local civic heroes,” according to Hedges-Sasse. Here the social components try foster knowledge of civics, but more importantly civic engagement itself.\u003c/p>\n\u003cp>\u003cstrong>Emerging Standards\u003c/strong>. Commons - Digital Town Square will be leveraging many standards in its design of instruction and assessment, from existing state standards to Common Core. EverFi already maps their existing work to ELA Common Core standards and they plan to “proactively pursue meeting applicable English Language Arts standards.” In addition, many states are already requiring Civics education as part of the social studies curriculum, whether integrated in a general social studies course, or as a stand alone. Currently, 29 states require high school students to take a course in government or civics.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n","blocks":[],"excerpt":null,"status":"publish","parent":0,"modified":1374884015,"stats":{"hasAudio":false,"hasVideo":false,"hasChartOrMap":false,"iframeSrcs":[],"hasGoogleForm":false,"hasGallery":false,"hasHearkenModule":false,"hasPolis":false,"paragraphCount":8,"wordCount":479},"headData":{"title":"Video Games That Bring Civics Class to Life | KQED","description":"By Andrew Miller The online educational video game site iCivics, created in 2009 by former Supreme Court Justice Sandra Day O'Connor that features civics curriculum, has partnered with EverFi, an ed-tech company focused on K-12 and higher ed. And through the partnership comes a new initiative Commons - Digital Town Square, offered free to all","ogTitle":"","ogDescription":"","ogImgId":"","twTitle":"","twDescription":"","twImgId":"","schema":{"@context":"http://schema.org","@type":"Article","headline":"Video Games That Bring Civics Class to Life","datePublished":"2012-10-09T17:44:08.000Z","dateModified":"2013-07-27T00:13:35.000Z","image":"https://cdn.kqed.org/wp-content/uploads/2020/02/KQED-OG-Image@1x.png"}},"disqusIdentifier":"24249 http://blogs.kqed.org/mindshift/?p=24249","disqusUrl":"https://ww2.kqed.org/mindshift/2012/10/09/video-games-that-bring-civics-class-to-life/","disqusTitle":"Video Games That Bring Civics Class to Life","path":"/mindshift/24249/video-games-that-bring-civics-class-to-life","audioTrackLength":null,"parsedContent":[{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003ch5>\u003ca href=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/civics_image.png\">\u003cimg class=\"alignleft size-medium wp-image-24257\" title=\"civics_image\" src=\"http://ww2.kqed.org/mindshift/wp-content/uploads/sites/23/2012/10/civics_image-300x167.png\" alt=\"\" width=\"300\" height=\"167\">\u003c/a>By Andrew Miller\u003c/h5>\n\u003cp class=\"dropcap-serif\">The online educational video game site \u003ca href=\"http://ww2.kqed.org/mindshift/tag/next-generation-learning-challenges/\">iCivics,\u003c/a> created in 2009 by former Supreme Court Justice Sandra Day O'Connor that features civics curriculum, has partnered with \u003ca href=\"http://everfi.com/\">EverFi\u003c/a>, an ed-tech company focused on K-12 and higher ed. And through the partnership comes a new initiative \u003ca href=\"http://everfi.com/civic-education\">Commons - Digital Town Square\u003c/a>, offered free to all K-12 schools.\u003c/p>\n\u003cp>The focus of Commons - Digital Town Square is to provide schools with standards-based educational gaming, aligned to the Common Core, with social components. Students who play iCivics games will be able to move along at their own pace, according to Kara Hedges-Sasse, Executive Vice President of Product Development at EverFi. “We intend to utilize adaptive-pathing techniques as well as evidence-based practices to help guide each student differently as they learn and ultimately change behaviors,” she said.\u003c/p>\n\u003cp>So how is Commons - Digital Town Square different from iCivics? In addition to having the adaptive feature, it will have a variety of media including simulations and animations as well as pre- and post-assessments and behavioral surveys that “measure changes in students' attitudes and behaviors regarding a variety of civic matters.”\u003c/p>\n\u003cp>Of course, an implicit requirement of using this game is student access to computers. Students \u003c!--more-->and teachers who have access to computers in school will be able to play the games, take assessments, and collaborate with other students virtually. Here's how it works.\u003c/p>\n\u003cp>\u003cstrong>Social Components.\u003c/strong> One of the most interesting features of Commons - Digital Town Square is its social features. Students will be able to interact not only with each in their virtual classroom, but also with other classrooms across the country. Students will be able to create social circles where students can cluster themselves in areas of engagement. Students might work together on projects on the local level or even at the national level.\u003c/p>\n\u003cp>\u003c/p>\u003c/div>","attributes":{"named":{},"numeric":[]}},{"type":"component","content":"","name":"ad","attributes":{"named":{"label":"fullwidth"},"numeric":["fullwidth"]}},{"type":"contentString","content":"\u003cdiv class=\"post-body\">\u003cp>\u003c/p>\n\u003cp>\u003cstrong>Badges and Avatars\u003c/strong>. Public badges will be displayed along with each student's avatar. These badges will not only connect to achievements within the platform, such as passing an assessment, but will also be connected to “civic rewards and even mentorships from national and local civic heroes,” according to Hedges-Sasse. Here the social components try foster knowledge of civics, but more importantly civic engagement itself.\u003c/p>\n\u003cp>\u003cstrong>Emerging Standards\u003c/strong>. Commons - Digital Town Square will be leveraging many standards in its design of instruction and assessment, from existing state standards to Common Core. EverFi already maps their existing work to ELA Common Core standards and they plan to “proactively pursue meeting applicable English Language Arts standards.” In addition, many states are already requiring Civics education as part of the social studies curriculum, whether integrated in a general social studies course, or as a stand alone. Currently, 29 states require high school students to take a course in government or civics.\u003c/p>\n\u003cp> \u003c/p>\n\u003cp>\u003c/p>\n\u003cp> \u003c/p>\n\n\u003c/div>\u003c/p>","attributes":{"named":{},"numeric":[]}}],"link":"/mindshift/24249/video-games-that-bring-civics-class-to-life","authors":["4354"],"categories":["mindshift_195"],"tags":["mindshift_20533","mindshift_953","mindshift_952","mindshift_20902","mindshift_951"],"featImg":"mindshift_24257","label":"mindshift"}},"programsReducer":{"possible":{"id":"possible","title":"Possible","info":"Possible is hosted by entrepreneur Reid Hoffman and writer Aria Finger. Together in Possible, Hoffman and Finger lead enlightening discussions about building a brighter collective future. The show features interviews with visionary guests like Trevor Noah, Sam Altman and Janette Sadik-Khan. Possible paints an optimistic portrait of the world we can create through science, policy, business, art and our shared humanity. 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