Civics education in the 21st century

I just recently began a new school year full of high expectations for the students I teach at Archbishop John Carroll High School in Radnor, Delaware County. Each school year is a new beginning and one full of uncharted waters for myself as an educator. New students are curious of the expectations I present to them on the first day I meet them in my classroom. Inside the walls of my classroom, I am aware it is up to me to present students the knowledge, critical thinking, application, and research that I encourage them to employ during the school year. Carroll has seen extensive changes compared to when I roamed the halls as a student. Now, my role as a teacher is about making the impression on the students last for a lifetime, just as my teachers did for me — a challenge I give myself every school year. After all, the students’ families are counting on me to perform my utmost and instill life’s lessons based on the curriculum I teach them on a daily basis. This year, I teach Advanced Placement United States Government (AP Gov) for the first time in my teaching career. The College Board, which oversees the AP Gov curriculum, has us teaching a thorough and regimented curriculum. 

I admit, I went off script for my first lesson as I wanted to find out how much I can push the students and myself with teaching this rigorous course work. The question involved the popular belief the United States is a democracy and why the media and our own elected officials keep using that term? I placed on the board two terms, one democracy and the other constitutional republic. The students had to apply the definition in their own words. They were not to look up any information in the textbook or online. The students had to figure out on their own the meaning behind both terms associated with government.

The students were well into deep conversations within their small groups as I walked around the classroom to study their ideas and thoughts — a positive direction for the school year and one I hope can continue with thoughtful dialogue and conversation. At times, I would ask each group questions to ensure they had the confidence to defend their viewpoints to other groups. I saw positive responses and enthusiasm from each student.

The time came for us to place our answers on the board. I asked for a representative from each group to write out their answers on the board. Students sitting in their desks wrote down responses and words they did not come up with to review if they were possibly correct. During this whole time in class, I gave ownership to the students and they felt a positive vibe in the room. The conversations reminded me of a political news program as students were explaining current events to one another and found this type of learning something they would enjoy frequently taking part in throughout the school year. I noticed even students who may come across shy expressing their thoughts and using their voice by interacting with their fellow peers.

Students were anxious about my reactions to the lesson and I explained to them they could teach this lesson to our media and elected officials on the workings of government. A few examples from the lesson: The electoral college cannot be abolished because the smaller states will not feel represented by the government. In a constitutional republic, all people are represented even if the citizens did not vote for their elected representative. A democracy means mob rule where only the majority of citizens feel represented and the minority of citizens must follow the lead of the majority — a type of government that would lead to possible chaos and anarchy. 

A final comment from a student related to our free-market system where our purchasing power of goods and services benefits us the most in a constitutional republic. All of these responses were well thought out. I plan to use them in all my government classes to see if I will receive similar or different responses. 

The importance of this lesson shows me the importance of civics in education, and I came away with the assurance I am working hard to present students the tools they need to become well-informed citizens when they are of voting age. We have a 24/7 news cycle focused on the issues that will impact them, things they will not hear or learn in a math class or science class. My teaching position allows me to get into our current political and economic state of our local, national and global affairs. I remind all of my students, the action of participating in the political process begins here in the classroom and extends beyond these walls into our society. 

I am only one of many teachers teaching civics education, I acknowledge, and I have my work cut out for me. The practice of “We the People” must ensure all students understand our government must work for us and not us working for the government or our elected officials.The time came for us to place our answers on the board. I asked for a representative from each group to write out their answers on the board. Students sitting in their desks wrote down responses and words they did not come up with to review if they were possibly correct. During this whole time in class, I gave ownership to the students and they felt a positive vibe in the room. The conversations reminded me of a political news program as students were explaining current events to one another and found this type of learning something they would enjoy frequently taking part in throughout the school year. I noticed even students who may come across shy expressing their thoughts and using their voice by interacting with their fellow peers.Students were anxious about my reactions to the lesson and I explained to them they could teach this lesson to our media and elected officials on the workings of government. A few examples from the lesson: The electoral college cannot be abolished because the smaller states will not feel represented by the government. In a constitutional republic, all people are represented even if the citizens did not vote for their elected representative. A democracy means mob rule where only the majority of citizens feel represented and the minority of citizens must follow the lead of the majority — a type of government that would lead to possible chaos and anarchy. A final comment from a student related to our free-market system where our purchasing power of goods and services benefits us the most in a constitutional republic. All of these responses were well thought out. I plan to use them in all my government classes to see if I will receive similar or different responses. The importance of this lesson shows me the importance of civics in education, and I came away with the assurance I am working hard to present students the tools they need to become well-informed citizens when they are of voting age. We have a 24/7 news cycle focused on the issues that will impact them, things they will not hear or learn in a math class or science class. My teaching position allows me to get into our current political and economic state of our local, national and global affairs. I remind all of my students, the action of participating in the political process begins here in the classroom and extends beyond these walls into our society. I am only one of many teachers teaching civics education, I acknowledge, and I have my work cut out for me. The practice of “We the People” must ensure all students understand our government must work for us and not us working for the government or our elected officials. This article originally appeared in Broad + Liberty.

Eric Tuwalski, Ed.D. is the Social Studies Department Chair at Archbishop John Carroll High School.