Engaging practices in civics education

Abstract

High school civics education is often an overlooked part of the senior high curriculum. As students transition from school to the college campuses and the workplace setting they must be prepared for the key roles and responsibilities of citizenship. Citizenship in the United States, as it is in many nations around the world, is a special privilege that requires a functioning body of citizen contribution to maintain and succeed. As part of an effort to provide a well-rounded and wholesome education to our young adults, social studies educators are charged with the responsibilities to enlighten and encourage civics and civic participation. The purpose of this study is to examine traditional and contemporary practices in civics education to bring light to the most impactful strategies and activities that promote civic engagement. An in-depth examination of literature provides a glimpse into the success and shortcomings of civics education over the course of its history. A student to teacher comparative survey study and its findings are also presented to provide a bead on two schools in rural Western New York and how both parties feel about the Participation in Government (PIG) course and what it provides to them. The results dictate relative agreement between students and educators on the content of civics education, but reveal shortcomings in the preparation of Senior students for active participation as citizens. [from abstract]