Posted on 05/24/2003 3:51:48 PM PDT by Remedy
Thank you for the opportunity to join this distinguished panel today to discuss the teaching and learning of American history and civics. The subject of this hearing is not only an important education policy issue, but one that has been at the heart of my own efforts as a scholar and teacher over the past 30 years.
In particular, I was pleased to note that the definition of "key documents" in S. 504, the proposed American History and Civics Education Act, includes not only the Constitution and the Bill of Rights, but also the Federalist Papers. Much of my own research and writing has focused on the proper interpretation and relationship of these documents. In addition, it was my privilege to apply my research as a member of a Justice Department task force during the Reagan Administration that sought to restore the essential role of Federalism to American political thought and governance.
One of the key benefits of Federalism, by the way, is that by reserving key decisions to officials and citizens at the State and local levels, Federalism promotes better and more involved citizenship.
Mr. Chairman, President Bush and Secretary Paige share your emphasis on the growing importance of history and civics education at a time when our Nation is at war in defense of our most deeply held beliefs and ideals. The Department currently funds two programs that help reinforce our shared values, and both are priorities in the President’s 2004 budget request. TEACHING AMERICAN HISTORY
The first is the two-year-old Teaching American History program, which in fiscal year 2003 will provide nearly $100 million to promote the teaching of traditional American history as a separate academic subject in our elementary and secondary schools. This program makes competitive awards to local school districts that establish partnerships with postsecondary institutions, non-profit history or humanities organizations, libraries, or museums. These partnerships support professional development for teachers of American history.
Mr. Chairman, I know you have used the phrase "civic illiterates" to describe the woeful ignorance of civics demonstrated by American students on the National Assessment of Educational Progress (NAEP). I’m afraid there is perhaps even greater cause to apply that description to student knowledge of history, because only 10 percent of high school seniors scored at the proficient level on the 2001 NAEP history test.
Much of this poor performance arises from the fact that too much of the history taught in our schools is compressed and diluted within broader social studies curricula. I say this not to denigrate social studies or social studies teachers, but to recognize that it is impossible for even the best-trained teacher to do justice to the full sweep of America’s history in a curriculum that also covers such topics as geography, the environment, conflict resolution, and world cultures.
For example, one published social studies curriculum for elementary school students includes a "mini lesson on American history" as just one of 50 lesson plans. I think all of us would agree that American history deserves more than a "mini lesson" in any elementary school curricula worthy of the name. This is why the Teaching American History program emphasizes comprehensive, research-based professional development focused on teaching traditional American history as a separate subject. We want all 50 of those lesson plans to be on American history—at least two or three times during the 12 years that students spend in our elementary, middle, and secondary schools.
The problem of diluted curricula is compounded when, as is too often the case, history teachers are teaching out-of-field or, even if fully certified in social studies, were not required to demonstrate knowledge of US history as part of their certification. The Teaching American History program, which currently supports 174 projects in 47 States, is intended to help address this lack of content training.
One exemplary project is in West Morris, New Jersey, where Superintendent Henry Kiernan has created a new program that is helping improve the knowledge and teaching skills of over 70 history teachers. Participating teachers meet with eminent historians to discuss the craft of teaching history. They also use an interactive web site to conduct history research, distribute their research for review by fellow educators, and use the final product in their own classrooms.
The West Morris program includes summer seminars that meet for four days in historically significant locations. Last summer, the focus of the seminar was on the American Revolution and was located at Princeton. The seminar featured Dr. Gordon Wood of Brown University and master teachers from the National Council for History Education. This summer the focus is on immigration and the seminar will be located in New York City, under the direction of Dr. Kenneth Jackson of Columbia University and the New York State Historical Society.
One final note about West Morris: Superintendent Kiernan has renamed the Social Studies Department the History and Social Sciences Department, to reflect the stronger emphasis on history he is trying to foster in his district. CIVIC EDUCATION
The second major activity supported by the Department in this area is the Civic Education program, which provides a $16.9 million grant to the non-profit Center for Civic Education in Calabasas, California. The Center operates the We the People program, which consists of two projects: The Citizen and the Constitution and Project Citizen. Let me try to avoid any confusion here by clarifying that the Center for Civic Education’s We the People program is entirely separate from the new initiative by the same name at the National Endowment for the Humanities. The NEH initiative, working in partnership with the USA Freedom Corps, is part of a concerted effort by President Bush to encourage the teaching of history and civics and emphasize the role of citizenship in our democracy.
The Citizen and the Constitution project provides teacher training and curricular materials that serve elementary, middle, and high school students. The materials are intended to promote civics understanding and responsibility among students, including support for the constitutional rights and civil liberties of dissenting individuals and groups. The project also involves simulated Congressional hearings that give students the opportunity to learn about and demonstrate their understanding of the Constitution and the Bill of Rights. At the secondary school level, these hearings culminate in a national competition here in Washington, DC. If you haven’t met some of these students yet, Mr. Chairman, you probably will in the near future, because the winning class from each State and their teachers make it a point to visit Members of Congress. In addition, you might be invited to serve, along with other public officials, as a judge in the competition.
Project Citizen encourages middle school students to focus on the role of State and local governments in developing and implementing solutions to social problems. Participating students select a problem, evaluate alternative policies to address the problem, and develop an action plan, which they present to school and community leaders in a simulated legislative hearing. Project Citizen also offers an intensive, weeklong institute to participating teachers.
The two We the People projects collectively serve about half the States, some 1.3 million students, and almost 22,000 teachers annually.
The Civic Education program also provides $11.9 million to the Cooperative Education Exchange program, which supports education exchange activities in civics and economics between the United States and eligible countries in Central and Eastern Europe, the Commonwealth of Independent States, former republics of the Soviet Union, the Republic of Ireland, Northern Ireland, and developing democracies.
Grant recipients under the Cooperative Education Exchange program provide educators from eligible countries with exemplary curricula and teacher training programs in civics and economics. They also create and implement programs for US students on the culture, governance, history, and experiences of their exchange partners. I think this is especially important, because I believe there are few Americans who have spent time overseas or time studying other countries who have not come away with a deeper understanding and appreciation for our own democratic system.
I would add that my own experience bears this out. A little over a decade ago, I was fortunate enough to serve as a consultant on constitutional, political, and economic reform to the governments of Lithuania, Latvia, and Estonia.
The Civic Education program is a clear Administration priority, and has been recognized by the USA Freedom Corps as a critical part of the Administration’s efforts to foster a national culture of citizenship and responsibility. BROADER SUPPORT THROUGH NO CHILD LEFT BEHIND
In addition to these two programs focused specifically on American history and civic education, the No Child Left Behind Act—President Bush’s signature education reform legislation which last year reauthorized the Elementary and Secondary Education Act of 1965 (ESEA)—provides significant support for improved teaching and learning of both American history and civics and government.
For example, the legislation defines both history and civics and government as core academic subjects. This is important because the new law requires all teachers of core academic subjects to be highly qualified by the end of the 2005-2006 school year, and the definition of "highly qualified" includes demonstrated subject area competence in each of the academic subjects in which the teacher teaches.
The reauthorized ESEA also permits States to use State Assessment formula grant funds to pay for standards and assessments in history and civics and government, once they have developed the reading and math assessments required by the new law. Other State formula grant programs provide considerable resources to help States and school districts ensure that all teachers are highly qualified. These programs include $11.7 billion in Title I Grants to Local Educational Agencies, $2.9 billion for Improving Teacher Quality State Grants, and $385 million in State Grants for Innovative Programs. CONCLUSION
The Teaching American History program and the Civic Education program reflect the strong emphasis the Department of Education places on restoring these two disciplines to their rightful place in the education of every American child. Together with the broader support provided through the No Child Left Behind Act that may be used to improve teaching and learning in these two essential subjects, as well as other initiatives such as those at the NEH and the "Our Documents" project at the National Archives, I believe we are on the right course to achieve this goal.
I would be happy to respond to any questions you may have.
Lesson 1: Why Do We Need a Government?
Most people in the American colonies believed that everyone had a right to life, liberty, and property. These rights were called natural rights. (Sometimes these are now called basic rights or fundamental rights.) The idea of natural rights means that all persons have these rights just because they are human beings. Everyone is born with these rights and they should not be taken away without a person's agreement.
Many of the Founders believed people receive these rights from God. Others believed that people have them just because it is natural for people to have them.
John Locke was a famous English philosopher. He lived from 1632 to 1704. He had written a book called Two Treatises of Civil Government (1690). In that book he wrote about natural rights. He said that the main purpose of government should be to protect the people's natural rights. He also said that kings should not have absolute power, that is, power without limits. They should not be able to deprive people of their natural rights.
Many Americans had read Locke's book, and they agreed with what it said about government. Those who had not actually read Locke's book knew his ideas from newspapers, political pamphlets, church sermons, and discussions.
John Locke and other philosophers developed a solution to the problems that exist in a place without government. In a state of nature, people might feel free to do anything they want to do. However, their rights would not be protected and they would feel insecure.
Locke argued that people should agree with one another to give up some of their freedom in exchange for protection and security. They should consent to follow some laws in exchange for the protection that these laws would give them. This agreement is called a social compact or social contract. A social compact is an agreement people make among themselves to create a government to rule them and protect their natural rights. In this agreement the people consent to obey the laws created by that government.
In a later lesson, you will study the Declaration of Independence. You will see how the Founders included all of the ideas you have studied in this lesson in the Declaration.
OurDocuments.gov - 100 Milestone Documents from American History
We invite all Americans to participate in a series of events and programs to get us thinking, talking and teaching about the rights and responsibilities of citizens in our democracy. At the heart of this initiative are 100 milestone documents of American history. These documents reflect our diversity and our unity, our past and our future, and mostly our commitment as a nation to continue to strive to "form a more perfect union."
We want everyone—students, teachers, parents, and the general public—to read these milestone documents, consider their meaning, discuss them, and decide which are the most significant and why. This initiative creates a number of ways to do that—through classroom activities and competitions, and votes.
108th CONGRESS
1st Session
S. 504
To establish academies for teachers and students of American history and civics and a national alliance of teachers of American history and civics, and for other purposes.
IN THE SENATE OF THE UNITED STATES
Mr. Alexander (for himself, Mr. Reid, Mr. Gregg, Mr. Santorum, Mr. Nickles, Mr. Inhofe, Mr. Stevens, Mr. Enzi, Mr. Coleman, Mr. Frist, Mr. Dodd, and Mr. Cornyn) introduced the following bill; which was read twice and referred to the Committee on Health, Education, Labor, and Pensions
A BILL
To establish academies for teachers and students of American history and civics and a national alliance of teachers of American history and civics, and for other purposes.
Be it enacted by the Senate and House of Representatives of the United States of America in Congress assembled,
This Act may be cited as the `American History and Civics Education Act of 2003'.
In this Act:
(1) AMERICAN HISTORY AND CIVICS- The term `American history and civics' means the key events, key persons, key ideas, and key documents that shaped the institutions and democratic heritage of the United States.
(2) CHAIRPERSON- The term `Chairperson' means the Chairperson of the National Endowment for the Humanities.
(3) INSTITUTION OF HIGHER EDUCATION- The term `institution of higher education' has the meaning given the term in section 101(a) of the Higher Education Act of 1965 (20 U.S.C. 1001(a)).
(4) KEY DOCUMENTS- The term `key documents' means the documents that established or explained the foundational principles of democracy in the United States, including the United States Constitution and the amendments to the Constitution (particularly the Bill of Rights), the Declaration of Independence, the Federalist Papers, and the Emancipation Proclamation.
(5) KEY EVENTS- The term `key events' means the critical turning points in the history of the United States (including the American Revolution, the Civil War, the world wars of the twentieth century, the civil rights movement, and the major court decisions and legislation) that contributed to extending the promise of democracy in American life.
(6) KEY IDEAS- The term `key ideas' means the ideas that shaped the democratic institutions and heritage of the United States, including the notion of equal justice under the law, freedom, individualism, human rights, and a belief in progress.
(7) KEY PERSONS- The term `key persons' means the men and women who led the United States as founding fathers, elected officials, scientists, inventors, pioneers, advocates of equal rights, entrepreneurs, and artists.
(8) NONPROFIT EDUCATIONAL INSTITUTION- The term `nonprofit educational institution'--
(A) means--
(i) an institution of higher education; or
(ii) a nonprofit educational research center; and
(B) includes a consortium of entities described in subparagraph (A).
(9) STATE- The term `State' means each of the 50 States and the District of Columbia.
(a) ESTABLISHMENT- From amounts appropriated under subsection (j), the Chairperson shall award grants, on a competitive basis, to nonprofit educational institutions to establish Presidential Academies for Teaching of American History and Civics (in this section referred to as `Academies') that shall offer workshops for teachers of American history and civics--
(1) to learn how better to teach the subjects of American history and civics; and
(2) to strengthen such teachers' knowledge of such subjects.
(b) APPLICATION-
(1) IN GENERAL- A nonprofit educational institution that desires to receive a grant under this section shall submit an application to the Chairperson at such time, in such manner, and containing such information as the Chairperson may require.
(2) CONTENTS- An application submitted under paragraph (1) shall--
(A) include the criteria the nonprofit educational institution intends to use to determine which teachers will be selected to attend workshops offered by the Academy;
(B) identify the individual the nonprofit educational institution intends to appoint to be the primary professor at the Academy; and
(C) include a description of the curriculum to be used at workshops offered by the Academy.
(c) NUMBER OF GRANTS- Except as provided in subsection (e)(2)(B), the Chairperson shall award not more than 12 grants to different nonprofit educational institutions under this section.
(d) DISTRIBUTION- In awarding grants under this section, the Chairperson shall ensure that such grants are equitably distributed among the geographical regions of the United States.
(e) GRANT TERMS-
(1) IN GENERAL- Grants awarded under this section shall be for a term of 2 years.
(2) GRANTS AFTER FIRST TWO YEARS- Upon completion of the first 2-year grant term, the Chairperson shall--
(A) renew a grant awarded under this section to a nonprofit educational institution for one more term of 2 years; or
(B) award a new grant to a nonprofit educational institution having an application approved under this section for a term of 2 years, notwithstanding the 12 grant award maximum under subsection (c).
(f) USE OF FUNDS-
(1) WORKSHOPS-
(A) IN GENERAL- A nonprofit educational institution that receives a grant under this section shall establish an Academy that shall offer a workshop during the summer, or during another appropriate time, for kindergarten through grade 12 teachers of American history and civics--
(i) to learn how better to teach the subjects of American history and civics; and
(ii) to strengthen such teachers' knowledge of such subjects.
(B) DURATION OF WORKSHOP- A workshop offered pursuant to this section shall be approximately 2 weeks in duration.
(2) ACADEMY STAFF-
(A) PRIMARY PROFESSOR- Each Academy shall be headed by a primary professor identified in the application submitted under subsection (b) who shall--
(i) be accomplished in the field of American history and civics; and
(ii) design the curriculum for and lead the workshop.
(B) CORE TEACHERS- Each primary professor shall appoint an appropriate number of core teachers. At the direction of the primary professor, the core teachers shall teach and train the workshop attendees.
(3) SELECTION OF TEACHERS-
(A) IN GENERAL-
(i) NUMBER OF TEACHERS- Each year, each Academy shall select approximately 300 kindergarten through grade 12 teachers of American history and civics to attend the workshop offered by the Academy.
(ii) FLEXIBILITY IN NUMBER OF TEACHERS- An Academy may select more than or fewer than 300 teachers depending on the population in the region where the Academy is located.
(B) TEACHERS FROM SAME REGION- In selecting teachers to attend a workshop, an Academy shall select primarily teachers who teach in schools located in the region where the Academy is located.
(C) TEACHERS FROM PUBLIC AND PRIVATE SCHOOLS- An Academy may select teachers from public schools and private schools to attend the workshop offered by the Academy.
(g) COSTS-
(1) IN GENERAL- Except as provided in paragraph (2), a teacher who attends a workshop offered pursuant to this section shall not incur costs associated with attending the workshop, including costs for meals, lodging, and materials while attending the workshop.
(2) TRAVEL COSTS- A teacher who attends a workshop offered pursuant to this section shall use non-Federal funds to pay for such teacher's costs of transit to and from the Academy.
(h) EVALUATION- Not later than 90 days after completion of all of the workshops assisted in the third year grants are awarded under this section, the Chairperson shall conduct an evaluation to--
(1) determine the overall success of the grant program authorized under this section; and
(2) highlight the best grantees' practices in order to become models for future grantees.
(i) NON-FEDERAL FUNDS- A nonprofit educational institution receiving Federal assistance under this section may contribute non-Federal funds toward the costs of operating the Academy.
(j) AUTHORIZATION OF APPROPRIATIONS- There is authorized to be appropriated to carry out this section $7,000,000 for each of fiscal years 2004 through 2007.
(a) ESTABLISHMENT- From amounts appropriated under subsection (j), the Chairperson shall award grants, on a competitive basis, to nonprofit educational institutions to establish Congressional Academies for Students of American History and Civics (in this section referred to as `Academies') that shall offer workshops for outstanding students of American history and civics to broaden and deepen such students' understanding of American history and civics.
(b) APPLICATION-
(1) IN GENERAL- A nonprofit educational institution that desires to receive a grant under this section shall submit an application to the Chairperson at such time, in such manner, and containing such information as the Chairperson may require.
(2) CONTENTS- An application submitted under paragraph (1) shall--
(A) include the criteria the nonprofit educational institution intends to use to determine which students will be selected to attend workshops offered by the Academy;
(B) identify the individual the nonprofit educational institution intends to appoint to be the primary professor at the Academy; and
(C) include a description of the curriculum to be used at workshops offered by the Academy.
(c) NUMBER OF GRANTS- Except as provided in subsection (e)(2)(B), the Chairperson shall award not more than 12 grants to different nonprofit educational institutions under this section.
(d) DISTRIBUTION- In awarding grants under this section, the Chairperson shall ensure that such grants are equitably distributed among the geographical regions of the United States.
(e) GRANT TERMS-
(1) IN GENERAL- Grants awarded under this section shall be for a term of 2 years.
(2) GRANTS AFTER FIRST TWO YEARS- Upon completion of the first 2-year grant term, the Chairperson shall--
(A) renew a grant awarded under this section to a nonprofit educational institution for one more term of 2 years; or
(B) award a new grant to a nonprofit educational institution having an application approved under this section for a term of 2 years, notwithstanding the 12 grant award maximum under subsection (c).
(f) USE OF FUNDS-
(1) WORKSHOPS-
(A) IN GENERAL- A nonprofit educational institution that receives a grant under this section shall establish an Academy that shall offer a workshop during the summer, or during another appropriate time, for outstanding students of American history and civics to broaden and deepen such students' understanding of American history and civics.
(B) DURATION OF WORKSHOP- A workshop offered pursuant to this section shall be approximately 4 weeks in duration.
(2) ACADEMY STAFF-
(A) PRIMARY PROFESSOR- Each Academy shall be headed by a primary professor identified in the application submitted under subsection (b) who shall--
(i) be accomplished in the field of American history and civics; and
(ii) design the curriculum for and lead the workshop.
(B) CORE TEACHERS- Each primary professor shall appoint an appropriate number of core teachers. At the direction of the primary professor, the core teachers shall teach the workshop attendees.
(3) SELECTION OF STUDENTS-
(A) IN GENERAL-
(i) NUMBER OF STUDENTS- Each year, each Academy shall select approximately 300 eligible students to attend the workshop offered by the Academy.
(ii) FLEXIBILITY IN NUMBER OF STUDENTS- An Academy may select more than or fewer than 300 eligible students depending on the population in the region where the Academy is located.
(B) ELIGIBLE STUDENTS- A student shall be eligible to attend a workshop offered by an Academy if the student--
(i) is recommended by the student's secondary school principal (or other head of such student's secondary school) to attend the workshop; and
(ii) will be a junior or senior in a public or private secondary school in the academic year following attendance at the workshop.
(C) STUDENTS FROM SAME REGION- In selecting students to attend a workshop, an Academy shall select primarily students who attend secondary schools located in the region where the Academy is located.
(g) COSTS-
(1) IN GENERAL- Except as provided in paragraph (2), a student who attends a workshop offered pursuant to this section shall not incur costs associated with attending the workshop, including costs for meals, lodging, and materials while attending the workshop.
(2) TRAVEL COSTS- A student who attends a workshop offered pursuant to this section shall use non-Federal funds to pay for such student's costs of transit to and from the Academy.
(h) EVALUATION- Not later than 90 days after completion of all of the workshops assisted in the third year grants are awarded under this section, the Chairperson shall conduct an evaluation to--
(1) determine the overall success of the grant program authorized under this section; and
(2) highlight the best grantees' practices in order to become models for future grantees.
(i) NON-FEDERAL FUNDS- A nonprofit educational institution receiving Federal assistance under this section may contribute non-Federal funds toward the costs of operating the Academy.
(j) AUTHORIZATION OF APPROPRIATIONS- There is authorized to be appropriated to carry out this section $14,000,000 for each of fiscal years 2004 through 2007.
(a) ESTABLISHMENT-
(1) IN GENERAL- From amounts appropriated under subsection (e), the Chairperson shall award a grant to an organization for the creation of a national alliance of elementary school and secondary school teachers of American history and civics.
(2) PURPOSE- The purpose of the national alliance is--
(A) to facilitate the sharing of ideas among teachers of American history and civics; and
(B) to encourage best practices in the teaching of American history and civics.
(b) APPLICATION- An organization that desires to receive a grant under this section shall submit an application to the Chairperson at such time, in such manner, and containing such information as the Chairperson may require.
(c) GRANT TERM- A grant awarded under this section shall be for a term of 2 years and may be renewed after the initial term expires.
(d) USE OF FUNDS- An organization that receives a grant under this section may use the grant funds for any of the following:
(1) Creation of a website on the Internet to facilitate discussion of new ideas on improving American history and civics education.
(2) Creation of in-State chapters of the national alliance, to which individual teachers of American history and civics may belong, that sponsors American history and civics activities for such teachers in the State.
(3) Seminars, lectures, or other events focused on American history and civics, which may be sponsored in cooperation with, or through grants awarded to, libraries, States' humanities councils, or other appropriate entities.
(e) AUTHORIZATION OF APPROPRIATIONS- There is authorized to be appropriated to carry out this section $4,000,000 for each of fiscal years 2004 through 2007.
I think this bill misses the point. It is the concentration of power in the education establishment in Washington DC and the teachers' unions, that has created this mess in the first place. Educational policy should be determined at the state and local levels of government.
Hogwash. Teaching kids this crap is worse than what the liberals try to dish out - at least they are honest about what they are trying to achieve. This description looks suspiciously like some sort of "benevolent monarchy" or "benevolent dictatorship" - A Straussian nightmare gone horribly awry.
The Constitution makes no provisions for a government to "rule" anyone. This is a common error that I hate to see people make. The founders, in signing the Declaration that stated that "all men are created equal" were only referring to the "divine right of kings" - the belief that any one person (or group of persons for that matter) had the "right" to "rule" over another. To them, self-government meant just that. What was the line in "The Patriot"? "Why should I trade one tyrant three thousand miles away for three thousand tyrants one mile away?" Probably not an accurate quote of any real colonial, but an apt paraphrase of the sentiments of many.
The people we elect are not our rulers or leaders, they were never meant to be - they were supposed to be representatives. We have turned them into some sort of anointed ones or ruling class. And in exchange we get toilets that won't flush bird sh*t, and laws that protect the "rights" of some sort of insect against the rights of a property owner.
Governments are supposed to be instituted among people only to protect the rights of those people - they serve no other purpose, and the Constitution reflects this. People are not required to consent to laws just because they are "created by that government". The laws must also conform to the Constitution. As a matter of fact, according to Madison and Jefferson both (you know, those "dead white guys"), any law thought by people to not conform to the Constitution should be disobeyed with impunity - it was considered a duty.
In addition, no "freedoms" should be required to be given up in exchange for "protection and security". Agreeing to settle differences peacefully in a civil court, or providing laws that punish behavior that violates the rights of others does not require giving up any freedom.
What we have for a federal government today is a bastardized version of what our founders envisioned and teaching children things like this only makes matters worse.
More government in schools is not the answer.
Col Sanders
It's because teachers learn a twisted, deceiving version of American history from communist college professors and pass the same pantload along to our children.
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