| Description |
On March 2, 1993, the Salt Lake City School District decided that a course in civics would no longer be required in the curriculum for high school graduation. This paper argues that the District's decision was a mistake. It contends that a specific course in civics should be required. In our liberal democratic society, where it is rule by the people, citizenship education is at least as important to both the future of students and our society as other required high school courses such as history, mathematics, geography and science. Research for the paper examined commentary about issues on civic education through numerous books, articles, interviews and my own personal experience. Following my argument suggesting that civics should be taught in the high school, I analyze how and why the District arrived at its decision to drop civics from its required curriculum. Using interviews with District teachers and administrators, memos, other documents, a tape of a District meeting, and common sense as evidence, I suggest that the decision was not made in the best interests of the students, the community and the nation, but was made to accommodate the interests of a few teachers. Persuasive proposals led Board of Education members to believe the change would afford "students the social studies background they need to be participating, knowledgeable citizens," and "assure understanding and appreciation for the principles of democracy and citizenship" (McCormick, memo 2: 1993), when actually the change was a step in the opposite direction. Furthermore, I suggest that the District should not only reinstate the civics course requirement, but also take steps to enhance the course so that it is more enjoyable and effective for students and teachers. Moreover it should be expanded beyond the study of governmental institutions, and attempt to educate youth in the "dispositions of mind and heart that nourish and; protect" a safe, free, and just society with opportunity for all (McCollough,1991: 1). |
