and consistency that policymakers readily heard’” (Kahne & Middaugh, 2008). Authors of another analysis of civic ac-


tivity found higher income families were: • four times as likely to be part of cam-


paign work; • three times as likely to do informal


community work; • twice as likely to contact elected offi-


cials; • twice as likely to protest; and • six times as likely to sit on a board. (Verba, Schlozman & Brady, 1995). In addition to inequality based on socio-


economic status, there are political inequal- ities linked to a citizen’s race and/or eth- nicity. A recent study by the non-partisan Public Policy Institute of California found, “Those who are white, older, affluent, ho- meowners, and highly educated have a dis- proportionate say in California politics and representation in the civic life of the state” (Ramakrishnan & Baldasarre, 2004). Although California is only 44 percent


white (U.S. Census Bureau, 2007), whites made up 67 percent of registered voters in 2005 (DiCamillo, 2006). The fact that these political inequalities are still so deeply en- trenched makes the question of equal access to civic learning opportunities in public schools all the more urgent.


What can be done? There are three valuable resources that


can impact policy and practice for closing the civic achievement gap in California schools.


1.


“Guardian of Democracy: The Civic Mission of Schools”


This new report is an urgent call for ac-


tion to restore the historic civic mission of our nation’s schools. It provides recommen- dations for education policymakers to en- sure every student acquires the civic skills and knowledge needed for an informed, en- gaged citizenry. It also presents six proven practices that should be at the heart of every school’s approach to civic learning: 1. Schools should provide instruction in


government, history, economics, law and democracy. 2. Schools should incorporate discussion


of current local, national and international issues and events into the classroom, par- ticularly those that young people view as important to their lives. 3. Schools should design and implement


programs that provide students with the op- portunity to apply what they learn through performing community service that is


“T


he loss of quality civic education from so many of our classrooms


has left too many young Americans without the most basic knowledge of who our forefathers are, or what they did, or the significance of the found- ing documents that bear their names. Too many children are ignorant of the sheer effort, the risks and sacri- fices made by previous generations, to ensure that this country survived war and depression; through the great struggles for civil, and social, and worker’s rights. It is up to us, then, to teach them.”


– President Barack Obama, 2008


linked to the formal curriculum and class- room instruction.


4. Schools should offer opportunities for


young people to get involved in their schools or communities outside of the classroom.


5. Schools should encourage student par-


ticipation in school governance. 6. Schools should encourage students


to participate in simulations of democratic processes and procedures.


The Guardian of Democracy: The Civic


Mission of Schools can be downloaded at no cost at www.civicmissionofschools.org. It was produced by the Campaign for the Civic Mission of Schools in partnership with the Leonore Annenberg Institute for Civics of the Annenberg Public Policy Center at the University of Pennsylvania, the National Conference on Citizenship, the Center for Information and Research on Civic Learn- ing and Engagement at Tufts University, and the American Bar Association Division for Public Education.


for civic life. Knowing that reading, writing, listening and speaking and language skills identified in the California Common Core State Standards will guide core academic in- struction for ALL students, the integration of civic education will likewise allow civic learning to be accessible to all students.


Lesson activities in each of the grade


spans follow a natural progression that build students’ historical knowledge of the foun- dations of democracy, an understanding of how America’s constitutional principles are reinterpreted over time, and the skills and dispositions needed for effective citizen- ship. Each series of lessons calls for students to actively participate in activities that will strengthen reading, writing, speaking and listening skills in the context of civic dia- logue, debate, persuasion and action.


A civic action component found at all


grade levels guides students to use skills to address current issues in their commu- nity, analyze and problem-solve solutions,


March/April 2012 21


2.


“Preparing students for college, career and citizenship”


This guide is intended to achieve a dual


purpose: to provide English-language arts teachers a civic education context for im- proving literacy skills and to provide social studies teachers a pedagogical framework for building literacy competencies needed


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