Becoming Civilized with Civics
In this Humanities class called A Nations Argument, we learned about what makes an argument, what can be included in one, looked at some historical examples of arguments, and what we can make an argument about and how. For my action project of the first unit of this class, I had to write a declaration for something I believe should be taught in schools across the world. The subject I chose to talk about was civics. Below is a diagram I drew of a high school student performing a civic action after learning about civics in class. It is used to show the benefits of civics are not only brought to the people who learn about it, but the community around them as well. The student thought of something a civic action was needed for, and his neighborhood no longer had a broken stop light. Civics is commonly not taught as a subject in schools, which makes events like these less common. Therefore, my action project will bring forth my argument towards making it more common and have the people realize its importance. I hope you enjoy!
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| Illustrated by SN |
Introduction
Education provides us with the learning skills and critical thinking necessary to be well-informed, successful adults. Without education, we wouldn’t have the skills to advance and be productive members of society. Education may not be a fundamental right under the Constitution, but the equal protection clause of the 14th Amendment requires states to establish public school systems. This ensures that no child living in any state be denied equal access to education.
Every state requires some form of civic and/or government instruction, but much of what is learned in the classroom is not reinforced with experience-based opportunities like community service, debates, and visiting local government agencies. In addition, students in wealthier school districts are more likely to receive a more comprehensive civics education than students in low-income public schools. Civics should be a mandatory lesson taught to all students, equally, because it is the study of the rights and duties of citizenship.
Seventeen year old Aleita Cook was never able to take a class in government, civics, or economics because the public schools in her home state of Rhode Island decided not to include those classes in the school curriculum. Aleita is suing Rhode Island for not giving her access to civics lessons, which she argues is a Constitutional right. It turns out, she had the right to learn civics in her state all along, but was never aware of it. By not ensuring citizens are being taught civics to become productive citizens, states are violating the constitutional rights of their residents. Knowing that I already have access to this information and much more, I know I have the right to write a declaration about it.
Education
I believe the purpose of school and learning is to prepare for the future and strengthen our abilities to think for ourselves. School helps us to think critically. All school subjects are valuable, and even though we may not use all of the information taught to us, that doesn’t mean the subject was unimportant. Classes don’t just teach us content, but about process and problem solving, as well. Civics, however, is a subject with content that is necessary for students all over the world. It helps the youth learn how to protect their rights, protect the common good, and establish strong civic virtues.
Unalienable Rights
For my declaration to civic engagement, I have written three unalienable rights that would make the teaching of civics to youth a high priority in schools.
Education provides us with the learning skills and critical thinking necessary to be well-informed, successful adults. Without education, we wouldn’t have the skills to advance and be productive members of society. Education may not be a fundamental right under the Constitution, but the equal protection clause of the 14th Amendment requires states to establish public school systems. This ensures that no child living in any state be denied equal access to education.
Every state requires some form of civic and/or government instruction, but much of what is learned in the classroom is not reinforced with experience-based opportunities like community service, debates, and visiting local government agencies. In addition, students in wealthier school districts are more likely to receive a more comprehensive civics education than students in low-income public schools. Civics should be a mandatory lesson taught to all students, equally, because it is the study of the rights and duties of citizenship.
Seventeen year old Aleita Cook was never able to take a class in government, civics, or economics because the public schools in her home state of Rhode Island decided not to include those classes in the school curriculum. Aleita is suing Rhode Island for not giving her access to civics lessons, which she argues is a Constitutional right. It turns out, she had the right to learn civics in her state all along, but was never aware of it. By not ensuring citizens are being taught civics to become productive citizens, states are violating the constitutional rights of their residents. Knowing that I already have access to this information and much more, I know I have the right to write a declaration about it.
Education
I believe the purpose of school and learning is to prepare for the future and strengthen our abilities to think for ourselves. School helps us to think critically. All school subjects are valuable, and even though we may not use all of the information taught to us, that doesn’t mean the subject was unimportant. Classes don’t just teach us content, but about process and problem solving, as well. Civics, however, is a subject with content that is necessary for students all over the world. It helps the youth learn how to protect their rights, protect the common good, and establish strong civic virtues.
Unalienable Rights
For my declaration to civic engagement, I have written three unalienable rights that would make the teaching of civics to youth a high priority in schools.
- JUSTICE. The right to expect and demand every public school teach a strong, current, and accurate civics class.
- EQUALITY. The right to have access to a strong civics class, regardless of race, religion, gender, demographics, or socioeconomic status.
- FREEDOM. Freedom to speak, challenge, debate, and experience civics in and outside of the classroom.
Should strong and current civics lessons be available to all youth?
A vast public education system prepares youth to be active participants in our system of self-government. Without civics, we would not be active participants in upholding our rights and duties of citizenship. It is important to be active participants in upholding our rights and duties of citizenship because we will come across unavoidable scenarios in the future, where these tools will come in handy. Therefore, every public education system should contain civics to keep youth as active participants. Civics should be a common subject taught in all schools, have youth of certain ages be able to earn service hours through performing civic actions, and have them learn more about the community around them. There are some regulations today that limit these kinds of experiences for youth. We should stand up to those regulations, like the women’s suffrage movement in the 20th Century, which extended voting rights to women through peaceful and democratic processes.
Declaration
I declare that, under the Education for All policy, civics be taught to all youth. People have the right to expect and demand every public school to offer a strong, current, and accurate civics class. Citizens have this right, regardless of race, religion, gender, demographics, or socioeconomic status. Schools must give youth the freedom to speak, challenge, debate, and experience civics in and outside of the classroom. Schools that promote civic values and norms in a safe and respectful way will give students the confidence to discuss politics, become future voters, volunteer in the community, think critically, and debate issues. Since the beginning of modern civilization, learning about our government and how it works has been beneficial in the advancement of society. Society has changed over time, so it is critical for youth to learn about their rights and civic duties.
A vast public education system prepares youth to be active participants in our system of self-government. Without civics, we would not be active participants in upholding our rights and duties of citizenship. It is important to be active participants in upholding our rights and duties of citizenship because we will come across unavoidable scenarios in the future, where these tools will come in handy. Therefore, every public education system should contain civics to keep youth as active participants. Civics should be a common subject taught in all schools, have youth of certain ages be able to earn service hours through performing civic actions, and have them learn more about the community around them. There are some regulations today that limit these kinds of experiences for youth. We should stand up to those regulations, like the women’s suffrage movement in the 20th Century, which extended voting rights to women through peaceful and democratic processes.
Declaration
I declare that, under the Education for All policy, civics be taught to all youth. People have the right to expect and demand every public school to offer a strong, current, and accurate civics class. Citizens have this right, regardless of race, religion, gender, demographics, or socioeconomic status. Schools must give youth the freedom to speak, challenge, debate, and experience civics in and outside of the classroom. Schools that promote civic values and norms in a safe and respectful way will give students the confidence to discuss politics, become future voters, volunteer in the community, think critically, and debate issues. Since the beginning of modern civilization, learning about our government and how it works has been beneficial in the advancement of society. Society has changed over time, so it is critical for youth to learn about their rights and civic duties.
Citations
- “Education Policy in the United States.” Ballotpedia, ballotpedia.org/Education_policy_in_the_United_States.
- Goldstein, Dana. “Are Civics Lessons a Constitutional Right? This Student Is Suing for Them.” The New York Times, The New York Times, 28 Nov. 2018, www.nytimes.com/2018/11/28/us/civics-rhode-island-schools.html.
- Litvinov, Amanda. “Forgotten Purpose: Civics Education in Public Schools.” NEA Today, 21 Mar. 2017, neatoday.org/2017/03/16/civics-education-public-schools/.
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