Dry to Dynamic Civic Education Curricula

Published in: Making Civics Count: Citizenship Education for a New Generation / Edited by David E. Campbell, Meira Levinson, and Frederick M. Hess (Cambridge, Massachusetts : Harvard Education Press, 2012), Ch. 6, p. 135-159

Posted on RAND.org on January 01, 2012

by Anna Rosefsky Saavedra

Read More

Access further information on this document at www.hepg.org

This article was published outside of RAND. The full text of the article can be found at the link above.

The majority of U.S. K-12 students learn about civic education by reading about it in a textbook, filling in worksheets associated with the textbook, and listening to teachers lecture about the material covered in the textbook. This textbook-worksheet-lecture combination is not an ideal means through which to engage students. To gain the skills necessary to engage as citizens, students need to practice those skills, and they need to understand the value of doing so. Without a strong combination of district, state, federal government, or community-based organization commitment, more engaging versions of civic education will not flourish.

This report is part of the RAND Corporation external publication series. Many RAND studies are published in peer-reviewed scholarly journals, as chapters in commercial books, or as documents published by other organizations.

The RAND Corporation is a nonprofit institution that helps improve policy and decisionmaking through research and analysis. RAND's publications do not necessarily reflect the opinions of its research clients and sponsors.