California Task Force on K-12 Civic Learning

1. California Task Force on K-12 Civic Learning Curriculum and Instructional Practices Resources Bill Honig Chair, Instructional Quality Commission and Michelle Herczog History-Social Science Consultant, Los Angeles County Office of Education July 2, 2013

2. Our charge • Curriculum and Instructional Practices: Review the status of civic education and make recommendations to improve instruction and civic learning opportunities for all students; The College, Career, and Civic Life (C3) Framework for Social Studies State Standards and Guardian of Democracy: The Civic Mission of Schools report will be two documents among a number that will guide the task force’s work. Explore and recommend opportunities for students to apply civic learning in real world settings to strengthen and practice civic competencies. • Resources: Identify existing resources and recommend the development and dissemination of additional resources. These resources should assist schools strengthen civic learning opportunities that are academically rigorous, relevant, and engaging to students.

3. Scientific advances have been critical to the extraordinary achievements of the past century, and we must continue to invest in basic and applied research in the biological and physical sciences. But we also must invest more time, energy, and resources in research and education in the humanities and social sciences. We must recognize that all disciplines are essential for the inventiveness, competitiveness, security, and personal fulfillment of the American public. http://www.humanitiescommission.org/

4. Goal 1 Educate Americans in the knowledge, skills, and understanding they will need to thrive in a twenty-first-century democracy. The humanities and social sciences provide an intellectual framework and context for understanding and thriving in a changing world. When we study these subjects, we learn not only what but how and why. • Support full literacy as the foundation for all learning. The nation depends on a fully literate populace—on citizens whose reading, writing, speaking, and analytical skills improve over a lifetime. These are among the principal skills that the humanities and social sciences teach, and they must be nurtured at every level of education. • Invest in the preparation of citizens. Democratic decision-making is based on a shared knowledge of history, civics, and social studies. A thorough grounding in these subjects allows citizens to participate meaningfully in the democratic process—as voters, informed consumers, and productive workers. • Increase access to online resources, including teaching materials. Foundations, private donors, libraries, and museums should partner with federal, state, and local education leaders—as well as with individual scholars—to help ensure that quality materials reach all students, especially those in economically disadvantaged k-12 schools.

5. Goal 2 Foster a society that is innovative, competitive, and strong The ability to adapt and thrive in a changing world is based not only on instruction for specific jobs of today but also on the development of professional flexibility and long term qualities of mind: inquisitiveness, perceptiveness, the ability to put a received idea to a new purpose, and the capacity to share and build ideas with others. • Increase investment in research and discovery • Create cohesive curricula to ensure basic competencies • Strengthen support for teachers • Encourage all disciplines to address “Grand Challenges” • Communicate the importance of research to the public

6. Goal 3 Equip the nation for leadership in an interconnected world. The humanities and social sciences teach us about ourselves and others. They enable us to participate in a global economy that requires understanding of diverse cultures and sensitivity to different perspectives. And they make it possible for people around the world to work together to address issues such as environmental sustainability and global health challenges. • Promote language learning • Expand education in international affairs and transnational studies • Support study abroad and international exchange programs • Develop a “Culture Corps”

7. Guardian of Democracy The Civic Mission of Schools Benefits of civic learning:  81% of high school dropouts said they would have been less likely to do so if there were more opportunities for experiential learning.  Students who receive both traditional and interactive civics score highest on assessments and demonstrate high levels of 21st century skills like critical thinking, understanding news, and work ethic.  Schools with civic learning programs are more likely to be “safe, inclusive, and respectful.” www.civicmissionofschools.org Students who receive effective civic learning are:  More likely to vote and discuss politics at home  Four times more likely to volunteer and work on community issues  More confident in their ability to speak publicly and communicate with their elected representatives.

8. Guardian of Democracy The Civic Mission of Schools The Six Proven Practices in Civic Learning www.civicmissionofschools.org

9. Six Proven Practices in Civic Learning #1 Classroom instruction in government, history, law, and democracy. Source: California Dept. of Education

10. Six Proven Practices in Civic Learning #2 Discussion of current issues. Source: Newsweek Magazine, www.newsweek.com

11. Six Proven Practices in Civic Learning #3 Service-learning linked to formal curriculum and classroom instruction Source: National Youth Leadership Council, www.nylc.org

12. Six Proven Practices in Civic Learning #4 Extracurricular activities Library of Congress, Prints & Photographs Division, FSA-OWI Collection, [reproduction number, e.g., LC-USF35-1326]

13. Six Proven Practices in Civic Learning #5 Student voice in school governance Source: Cesar E. Chavez Foundation

14. Six Proven Practices in Civic Learning #6 Student simulations of democratic processes and procedures Source: Chicago Daily News negatives collection, DN-0003451. Courtesy of the Chicago Historical Society.

15. College, Career and Civic Life (C3): Framework for Social Studies State Standards Guidance for states to use in enhancing their standards for rigor in civics, economics, geography and history in K-12 schools

16. Background • C3 Framework is a state led effort facilitated by the Council of Chief State School Officers (CCSSO) to develop a resource for states to use when upgrading their state social studies standards. • Targeted Review conducted April 2013. • Publication of document and implementation phase will be led by National Council for the Social Studies beginning August 2013.

17. SSACI—Social Studies Assessment, Curriculum and Instruction Arizona Arkansas Colorado District of Columbia Georgia Hawaii Iowa Illinois Indiana Kansas Kentucky Maine Maryland Michigan Missouri Montana Nebraska North Carolina Ohio Utah Washington Wisconsin Wyoming Los Angeles County Office of Education Univ. of Delaware

18. Task ForceSusan Griffin and Kathy Swan, co-chairs American Association of Geographers American Bar Association American Historical Association Center for Civic Education Campaign for the Civic Mission of Schools Constitutional Rights Foundation/USA Constitutional Rights Foundation/Chicago Council for Economic Education National Council for Geographic Education National Council for History Education National Council for the Social Studies National Geographic Society National History Day Street Law, Inc. World History Association

19. C3 Standards Framework:Shared Principles • Social studies prepares the nation’s young people for college, careers, and civic life. • Inquiry is at the heart of social studies. • The disciplines of civics, economics, geography, and history form the core of social studies. • Social studies involves interdisciplinary applications and welcomes integration of the arts and humanities. • Social studies is composed of deep and enduring understandings, concepts, and skills from the disciplines. Social studies emphasizes skills and practices as preparation for democratic decision-making. • Fewer, higher, clearer. • Direct and explicit connections to Common Core ELA.

20. Dimensions and Inquiry Arc of the C3 Framework • Dimension 1: Developing Questions and Planning Inquiries • Dimension 2: Applying Disciplinary Tools and Concepts (Civics, Economics, Geography, and History) • Dimension 3: Evaluating Sources and Using Evidence • Dimension 4: Communicating Conclusions and Taking Informed Action

22. Civic Engagement Active and responsible citizens are able to identify and analyze public problems, deliberate with other people about how to define and address issues, take constructive action together, reflect on their actions, create and sustain groups, and influence institutions both large and small. They vote, serve on juries when called, follow the news and current events, and participate in voluntary groups and efforts.  Teaching students to be able to act in these ways—as citizens—significantly enhances preparation for college and career.

23. C3 Connections to Common Core ELA Literacies derived from the Common Core State Standards in English language arts/literacy form an essential thread required by the actual demands of college, work, and civic life.

24. Resources to Support Civic Learning http://www.civicmissionofschools.org/

25. Resources to Support Civic Learning http://cms-ca.org/

26. Resources to Support Civic Learning http://cms-ca.org/resource.htm