I am in St. Louis for the big annual gathering of social studies teachers, the National Council for the Social Studies conference. Last fall, the NCSS released a new voluntary framework for state standards entitled College, Career, and Civic Life (C3). For full disclosure, I helped write it. One part that seems especially important to me is the section near the end about “taking informed action” (shown below). I will be discussing why this is important and what it means in classrooms.

At each level, we ask students to analyze a problem, then consider options for addressing the problem, and then make deliberative decisions about what they will do. The scope of action expands from the classroom in grades k-2 to beyond the school by 12th grade.

These standards were written by a large group, but they are consistent with my personal view that good citizens deliberate. By talking and listening to people who are different from ourselves, we learn and enlarge our understanding. We check our values, strategies, and facts with other people. We form ideas about topics that we didn’t even consider before we talked and listened. We also make ourselves accountable to our fellow citizens.

But (I argue) deliberation is not enough. Talking without ever acting is pretty empty. You can say most anything without learning from the results or affecting the world. Deliberation is most valuable when it is connected to work or action. At least sometimes, we should be part of groups that talk about what we should do, then actually do what we have talked about doing, and then reflect on the experience, holding themselves ourselves for the results. This is both the best way to improve the world and the best way to learn to be a good citizen.

Concretely, “taking action” can mean many things: not just community service, and definitely not just political activism (which is hard for a public school to recognize), but also managing and leading student groups, organizing public events, and creating and sharing knowledge.

As Meira Levinson and I argue in the new issue of the NCSS journal, taking action is nothing new.* There is a great old tradition of American students being asked to deliberate and then act as part of their social studies classes. If anything, I suspect the prevalence of action has declined because high schools now mimic colleges (which makes social studies into History or Poli Sci 101 for teenagers) and because conventional standardized tests cannot measure students’ facility at deliberation and action. The new framework, if taken seriously, would require a whole new approach to assessing students’ work.

*Meira Levinson and Peter Levine, “Taking Informed Action to Engage Students in Civic Life,” Social Education, vol. 77, no. 6 (Nov/Dec, 2013) pp. 337-9

(Washington, DC) This is an audio podcast of me talking with Frank LoMonte, Executive Director of The Student Press Law Center, who defends free expression in schools. Frank and I discussed the Commission on Youth Voting and Civic Knowledge and its recent report “All Together Now: Collaboration and Innovation for Youth Engagement.” The report is relevant to the First Amendment concerns of the Student Press Law Center because it emphasizes “free expression and civil deliberation” (p. 24-25) as essential aspects of civic education:

Young people need the space and encouragement to form and refine their own positions on political issues, even if their views happen to be controversial. Adults, schools, political officials, and youth themselves must adopt a generally tolerant and welcoming attitude toward this process of developing and expressing a political identity.

In the National Youth Survey, discussions of current issues predicted greater electoral engagement. We also find that when parents encouraged their adolescent children to express opinions and disagreements, these young people had higher electoral engagement, political knowledge, and informed voting in 2012. Teachers in our Teacher Survey put a high priority on civic discussion.

Just as young people must be free to adopt and express their own views, they must also be taught and expected to interact with peers and older citizens in ways that involve genuinely understanding alternative views, learning from these discussions, and collaborating on common goals.

In the podcast, Frank and I discuss the serious obstacles to this kind of education–unhelpful tests and standards, parental resistance, a caustic media environment–and how to overcome them.

On NPR’s “Tell Me More” recently, I discussed the Pledge of Allegiance with host Michel Martin and reporter Mary Plummer from KPCC in Pasadena. At one point, Martin asked me whether I would replace the Pledge with something “better.” I replied that I am not necessarily against it, “but I do think there is something more important, which is actually to have a conversation, an appreciative conversation but a thoughtful conversation, about what ‘liberty and justice for all’ means–to actually take some of those words like ‘liberty’ and ‘justice,’ which are very complicated and controversial, and talk about them and understand them.”

(Washington, DC) Here I am at the National Press Club, releasing the report of the Commission on Youth Voting and Civic Knowledge, entitled “All Together Now: Collaboration and Innovation for Youth Engagement.”

Here is the text of our press release:

While the federal government is shut down, young people across America are required to study our system of government and how a bill becomes a law. Successful civic education is both more difficult and more important when Congress and other elected officials set such poor examples. Today, the Center for Information and Research on Civic Learning & Engagement (CIRCLE)—the nationally recognized research center based at Tufts University’s Tisch College of Citizenship and Public Service—released a groundbreaking report on how to educate young Americans for political participation in a time of deep polarization.

The new report, released this morning at a Newsmaker event hosted by the National Press Club in Washington, D.C., was written by the Commission on Youth Voting and Civic Knowledge and is entitled, “All Together Now: Collaboration and Innovation for Youth Engagement.” The report provides recommendations for educators, parents, and national, state and local policymakers on how to engage American youth.

The Commission on Youth Voting and Civic Knowledge is a distinguished, bipartisan group of scholars convened by CIRCLE to investigate exclusive data collected during and after the 2012 elections on issues such as civic knowledge, voting behavior, and the educational experiences of Americans ages 25 and under—a crucial constituency in electoral politics. The report is based, in part, on data collected for the Commission from more than 6,000 young adults and 720 high school civics or government teachers, and an analysis of all states’ voting and education laws. The research was funded by the S.D. Bechtel, Jr. Foundation, Robert R. McCormick Foundation, W.T. Grant Foundation, Spencer Foundation, and Youth Engagement Fund.

“Teachers face an inhospitable climate for civics: tests and standards that do not reward discussing current events, considerable resistance from parents to anything touching politics, and a national political climate that alienates young people from public life,” said Peter Levine, director of CIRCLE. “The research for this new report demonstrates the urgency of better civic education in schools and community-based organizations that include youth.”

Some highlights of the report’s findings released today include:

•     Current levels of knowledgeable engagement by America’s youth remain too low. Less than half of young Americans vote, even in presidential elections, and just 10 percent of Americans between 18 and 24 met a standard of “informed engagement” in the 2012 presidential election cycle.
•     Opportunities for civic learning and engagement are highly unequal. White, wealthy students are four to six times as likely as Hispanic or Black students from low-income households to exceed the “proficient” level on the National Assessment of Educational Progress (NAEP) in civics. Only 7 percent of students whose parents didn’t graduate from high school and who are eligible for free or reduced-price lunch reached “proficient.”
•     Civic education is increasingly viewed as controversial by the public. A quarter (24.8 percent) of the teachers surveyed by the Commission thought that parents or other adults in their community would object if politics was discussed in their course—even though they were asked about a course on government or civics taught during a presidential election year.
•     Although highly controversial, voting laws have only small effects. Photo ID laws seemed to lower voting for young people who have not attended college. Same Day Voter Registration modestly, but reliably, boosts youth turnout. The overall effects of these laws are small compared to the larger challenges to engaging youth in democracy.

“Research shows that civics education works. Discussing controversial issues, engaging in service learning if it involves discussion of “root causes,” being contacted by parties and campaigns, and participating in extracurricular groups all predict good civic outcomes for students,” said Trey Grayson, former Kentucky Secretary of State (R-KY), Director of the Harvard Institute of Politics and member of CIRCLE’s Commission on Youth Voting and Civic Knowledge. “As a teacher we surveyed stated, civic education ‘is essential if we are to continue as a free democratic society’.”

“All young Americans should be informed and responsibly involved in politics and civic life. And engaging the next generation is the best long-term solution to problems of polarization, incivility, and dysfunction in national politics,” said Levine.

To break current patterns, the report recommends policymakers must embrace innovative and collaborative approaches to civic education. Examples of recommendations from the report include:

•     Lowering the voting age to 17 in municipal or state elections so that students can be encouraged to vote while they are taking a required civics class.
•     Policies that support teachers’ obligation to include discussions of current, controversial political issues in the curriculum. Assigning students to read and debate news in class and encouraging them to discuss with their parents and other adults who are important in their lives.
•     State standards for civics that focus on developing advanced civic skills, such as deliberation and collaboration, rather than memorizing facts.
•     Badges for excellence in civics. These portable, online certificates would demonstrate advanced civic skills, knowledge, and actual contributions.

Both a full list of the commission’s members and additional, detailed information about the commission, its mission and focus can be found here.

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CIRCLE (http://www.civicyouth.org) is a nonpartisan, independent, academic research center that studies young people in politics and presents detailed data on young voters in all 50 states. CIRCLE is part of the Jonathan M. Tisch College of Citizenship and Public Service at Tufts University.

The Jonathan M. Tisch College of Citizenship and Public Service (http://activecitizen.tufts.edu/) is a national leader whose model and research are setting the standard for higher education’s role in civic engagement education. Serving every school of Tufts University, Tisch College creates an enduring culture that prepares students to be lifelong active citizens.

Tufts University (http://www.tufts.edu/), located on three Massachusetts campuses in Boston, Medford/Somerville and Grafton, and in Talloires, France, is recognized as one of the premier research universities in the United States. Tufts enjoys a global reputation for academic excellence and for the preparation of students as leaders in a wide range of professions. A growing number of innovative teaching and research initiatives span all Tufts campuses, and collaboration among the faculty and students in the undergraduate, graduate, and professional programs across the university’s schools is widely encouraged.