Above and beyond 2014

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  • A large body of research demonstrates the tangible benefits of civic learning. First and foremost, civic learning promotes civic knowledge, skills, and dispositions—research makes clear that students who received high-quality civic learning are more likely than their counterparts to understand public issues, view political engagement as a means of addressing communal challenges, and participate in civic activities. Civic learning has similarly been shown to promote civic equality. Poor, minority, urban, or rural students who do receive high-quality civic learning perform considerably higher than their counterparts, demonstrating the possibility of civic learning to fulfill the ideal of
    civic equality.
  • Research also demonstrates noncivic benefits of civic learning. Civic learning has been shown to instill young people with the “twenty-first century competencies” that employers value in the new economy. Schools that implement high-quality civic learning are more likely to have a better school climate and are more likely to have lower dropout rates.
  • Research also demonstrates noncivic benefits of civic learning. Civic learning has been shown to instill young people with the “twenty-first century competencies” that employers value in the new economy. Schools that implement high-quality civic learning are more likely to have a better school climate and are more likely to have lower dropout rates.
  • Proven Practice #1: Provide instruction in government, history, law, and democracy. Formal instruction in U.S. government, history, and democracy increases civic knowledge. This is a valuable goal in itself and may also contribute to young people’s tendency to engage in civic and political activities over the long term. However, schools should avoid teaching only rote facts about dry procedures, which is unlikely to benefit students and may actually 6alienate them from politics.
  • Proven Practice #2: Incorporate discussion of current local, national, and international issues
    and events into the classroom, particularly those that young people view as important to their lives. When young people have opportunities to discuss current issues in a classroom setting, they tend to have greater interest in politics, improved critical thinking and communications skills, more civic knowledge, and more interest in discussing public affairs out of school. Conversations, however, should be carefully moderated so that students feel welcome to speak from a variety of perspectives. Teachers need support in broaching controversial issues in classrooms since they may risk criticism or sanctions if they do so.
  • Proven Practice #6: Encourage students ’ participation in simulations of democratic processes and procedures. Recent evidence indicates that simulations of voting, trials, legislative deliberation, and diplomacy in schools can lead to heightened political knowledge and interest.
  • Above and beyond 2014

    1. 1. ABOVE&BEYOND (names&dates)
    2. 2. ANTHONY PENNAY DIRECTOR RACHEL GARFIELD TEACHER CONSULTANT JIM HARRIS TEACHER CONSULTANT
    3. 3. Participants will leave with: – Strategies to leverage the CCSS to promote literacy building & civic engagement with any social studies content. – Classroom ready ideas. – Great ideas from your fellow educators.
    4. 4. PROVEN PRACTICES 6
    5. 5. PROVIDEINSTRUCTION
    6. 6. DISCUSS CURRENT EVENTS
    7. 7. SIMULATEDEMOCRATIC PROCESSES
    8. 8. State ofCivicsToday
    9. 9. “The civics framework specifies that the assessment questions address the following three interrelated components: knowledge, intellectual and participatory skills, and civic dispositions. Taken together, these components should form the essential elements of civic education in the United States.” - The Nation’s Report Card: Civics 2010
    10. 10. 2 25 50 23 0 10 20 30 40 50 60 Advanced Proficient Basic Below Basic % of 4thGradeStudentsaccordingtoCivics Proficiency Advanced Proficient Basic Below Basic
    11. 11. 1 21 50 28 0 10 20 30 40 50 60 Advanced Proficient Basic Below Basic % of 8th Grade Studentsaccordingto Civics Proficiency Advanced Proficient Basic Below Basic
    12. 12. 4 20 40 36 0 5 10 15 20 25 30 35 40 45 Advanced Proficient Basic Below Basic % of 12th Grade Studentsaccordingto Civics Proficiency Advanced Proficient Basic Below Basic
    13. 13. % of Students Proficient or Above Grade Level 1998 2006 2010 4th Grade 23 24 27 8th Grade 22 22 22 12th Grade 26 27 24
    14. 14. Need statistics on Dropout v. Graduate in terms of civic engagement Corporation for National and Community Service and the National Conference on Citizenship. Civic Life in America: Key Findings on the Civic Health of the Nation, Washington, DC. 2010, September.
    15. 15. Session 1 Reading and Writing Like a Historian
    16. 16. Session 2 Close Reading
    17. 17. Session 3 Digital Literacy & The Social Studies
    18. 18. RAFT
    19. 19. RAFT ole
    20. 20. RAFTudience
    21. 21. RAFTormat
    22. 22. RAFT opic
    23. 23. RAFT WRITER’S NOTES ROLE AUDIENCE FORMAT TOPIC
    24. 24. …developing proactive informed, educated, and conscientious citizens and leaders.

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