short note on civic education

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What Is Civic Education and Why Is It Important?

In the United States, civic education is often focused on knowledge of government. Students are taught the many structures of government and the procedures within those structures. Their understanding of civics is evaluated based on whether they can name the three branches of government, their representatives in Congress, and their state governor. By these measurements, the current state of civic education is lacking.

Only 56% of Americans can name all three branches of government, according to the 2021 Annenberg Civics Knowledge Survey , and that’s up from a mere 26% in 2016. A 2018 Johns Hopkins survey found that a third of Americans couldn’t name their governor and that 80% couldn’t name their state legislator, among other information about state government.

It’s tempting to say the meaning of civic education is to teach information about government. Students must be informed about the structures of their government to understand it. If they don’t know who their leaders are, it seems natural that they also don’t know what those leaders are doing.

Yet knowledge of government structures, while important, doesn’t really tell the whole story. One should empathize with the student – the federal government alone is built from countless structures and procedures, each one more complicated than the last. Factor in state and local governments and that’s a lot to remember. Knowing the three branches is basic stuff, but it makes some sense why people who don’t use that information daily wouldn’t have it offhand. Besides – most information can be found through a search engine. It’s trivially easy for anyone to look up the three branches of government if they can’t remember. They can just do that when they need it. So the important question isn’t “Why don’t they know?”

It’s “Why don’t they need it?”

The Gap Between Policy and Government

Ask Americans to name the three branches of government and 20% won’t be able to name a single one . Ask them if they approve or disapprove of Congress and only 3% won’t have an opinion . How can you disapprove of Congress without being aware of the legislative branch?

The answer is that Americans still care about policy. Ask them what they think is the most important problem facing their country, and only 3% say they have no opinion . 97% of Americans do have an opinion, but somehow that doesn’t always translate into learning procedure. There’s a disconnect somewhere between caring about policy and understanding the government that decides it.

Therein lies the importance of civic education. A civically minded person must be able to relate their opinions about policy with the actual procedures by which policy is decided. They should know the three branches of government not because they have them memorized, but because they understand that any policy that becomes law needs to be written, executed, and evaluated separately. Bridging the gap between individual policy preference and the government that enacts policy is a critical first step towards quality civic engagement, and the first step towards that is to recognize what civic engagement is – participating as a member of a collective.

Government structures exist because they allow for collective decision-making. The reason to work within those structures, especially in a democracy, is as an effective method of elevating one’s own voice while respecting the voices of others. When those structures no longer feel connected to participating in the national conversation, when policymaking begins to feel out of reach for everyday citizens and trust in government sinks close to all-time lows , that’s when people stop caring to remember the three branches. Why bother?

Teaching Civic Engagement

For civic education to have meaning, one must teach students to feel empowered to make a difference in their government. That means demonstrating respect. Good civic programs work to teach students that they are valued by the social structures they live in, and that if they aren’t being valued then something needs to change. Working outside the structure of government through civil disobedience is still a form of civic engagement.

Coffee & Conversations: Policy Education for Civic Engagement – Feb. 16, 2022

For our February 2022 Coffee & Conversations , we were joined by educator Stephen Pimpare , founder and director of the Public Service & Nonprofit Leadership Program at UNH, who spoke about the role of policy education in helping people – especially young people – to become more engaged in their communities and in civic life.

For young people that respect is lacking. Young people often are raised without a say in the structures of their lives, starting with public schooling systems that, from the student’s perspective, can be near authoritarian. For them to be told that they can participate in the federal government while also not being trusted to use the bathroom without a permission slip is a contradiction. It breaks the connection between their social structure and their own interests. If they don’t feel empowered in the classroom where they are learning civics, how can they possibly feel empowered in their greater society and government?

That cycle of disempowerment can continue throughout life. If those youth never start feeling respected by their social structures, they stay civically disengaged into adulthood.

Civic education must break that cycle. New Hampshire Listens , a civic engagement initiative by the Carsey School of Public Policy at the University of New Hampshire, works to engage citizens by demonstrating that respect and relating citizen’s policy concerns to their local governments. It’s challenging work – often involving working past many years of perceived neglect by communities. But the results are rewarding. As more members of the community begin to feel valued by the system they live in, they become engaged citizens.

CBS News Reports: NH Listens brings diverse voters together

More About the Carsey School

Bridging the gap between Americans and their government is one of the key focuses of the Carsey School. Carsey's research educates community members about how policy impacts them, while also learning from those communities to ground that research in reality. The school offers civic awareness graduate degrees in Community Development , Public Administration , and Public Policy , all of which take a focus on training graduates to act as that bridge between their communities and the governments that represent them. Graduates reach an in-depth level of understanding of American policymaking, preparing them to relate each individual policy action to real-life consequences. They learn in an environment of respect for themselves and their communities.

Carsey School Webinar: The MPA for Working Professionals with Alumni Sarah Dorner '14G – Jan. 30, 2020

Dan Bromberg, the Carsey School of Public Policy’s Director of Academic Programs, joined Master of Public Administration (MPA) graduate Sarah Dorner ‘14G for a discussion on the MPA program and enrolling in school after a time away.

• Contact the Carsey School's Academic team to learn more about our degree programs and how to apply!

Civics Duty

• Posted November 8, 2023
• By Andrew Bauld
• K-12 School Leadership
• K-12 System Leadership
• Moral, Civic, and Ethical Education
• Teachers and Teaching

There’s a sign in Rebecca Park’s classroom that reads, “History is part of you, and you are part of history.” 

For some teachers, that message might be nothing more than an inspirational quote for students, quickly read and just as quickly forgotten. But for Park, Ed.M.’17, a 12th-grade humanities teacher, it speaks to her deeper philosophy when it comes to teaching social studies, one that was instilled in her as a member of the founding cohort of the Harvard Teacher Fellows Program. 

“For me, my job is to prepare students to be civically engaged, to be motivated to be engaged with both community activism and more traditional things like voting,” Park says. “But also, to deeply believe we can’t move forward without understanding the past. You can’t understand yourself if you don’t understand the past.” 

Park is lucky. For the last six years she’s taught at Leaders, a small Outward Bound high school in Brooklyn, New York, that emphasizes community- based and project-based learning, and so she’s been able to bring history and civics to life for her students beyond just dates and facts in a textbook.

Students have interviewed political candidates. They’ve written policy papers on issues that directly impact them. They’ve read classic novels to learn about the past and make connections to current events. 

But what’s happening is Park’s classroom is far from the norm in most American schools, where time for social studies has steadily been shrinking for years, pushed aside to focus on math and English language arts. In some states, new laws are making it illegal to even teach certain subjects related to history and civics. 

Coupled with COVID-related learning loss, it’s no wonder that the latest report from the National Assessment of Educational Progress (NAEP) had a bleak assessment: American students are failing in social studies. naep, often referred to as the Nation’s Report Card, saw eighth-grade civics and history scores sink to new lows, with just 13% of students demonstrating proficiency in history, and 22% in civics. 

“I think right now, many Americans rightly worry about the future of our democracy and our ability to work together as a nation to solve collective problems,” says Professor Martin West , who is also a member of the National Assessment Governing Board, which oversees the Nation’s Report Card. “Ensuring that students have a solid foundation in history and civics is not the only thing we need to address those concerns, but it strikes me as an essential prerequisite for strengthening American democracy.” 

In an opinion piece for the Boston Globe , West wrote that the “ongoing erosion of student’s history and civics knowledge should sound alarm bells across the country.” 

But at a time when civic engagement has become increasingly polarized and toxic, and many educators are faced with restrictions on what they can even teach, will schools be able to heed that warning? 

Not Just COVID’s Fault 

In 2022, the average NAEP eighth-grade U.S. history score decreased by five points compared to 2018 and by nine points compared to 2014. Average scores also dropped across racial and ethnic groups, compared to four years before. And while scores dropped, the percentage of students who fell below the naep’s “basic” achievement level increased, rising from 34% in 2018 to 40% in 2022. 

Even in high-performing districts, the gaps in student knowledge when it comes to history are shocking, educators say. Spike Sommers, Ed.M.’22, found that out firsthand this past year, his first teaching eighth-grade social studies in Brookline Public Schools, a high-achieving district less than four miles from Harvard. 

During a discussion about the Thirteenth Amendment, Sommers asked his students to imagine what life was like at the time for Black Americans in the 19th century. He quickly realized that was too advanced a question for many students, who he said, “had no idea what the Civil War was, or they conflated it with the American Revolution, or thought Martin Luther King Jr., was involved with it. I realized I couldn’t assume students had a historical basis for the things we were talking about.” 

It’s not just scores and knowledge that have slipped. Compared to 2018, this year also marked a decline in the percentage of eighth-grade students who reported taking a class mainly focused on U.S. history, while elementary teachers report they lack the support to teach social studies well. 

To understand how we got to this point, it helps to know the history of social studies education in this country. 

There’s no doubt that the pandemic had an adverse effect on student performance in history and civics scores in 2022, but, West says, “it would be a mistake to reduce the issue to the pandemic alone." While civic scores fell for the first time since the naep test began in 1998, history scores have been falling for nearly a decade and fell by a similar amount between 2014 and 2018. 

“Over a much longer period, we know that there have been pretty substantial declines in instructional time elementary school teachers report devoting to history, social studies, [and] civic content, and that’s a consequence in part to an accountability system that focuses almost entirely on students’ math and reading achievement,” West says. 

Researchers began to observe what they call the “social studies squeeze” in 2007, a result of the No Child Left Behind Act (NCLB), which required, by law, that states test students in reading and math, but not in other content areas. Without the pressure of high-stakes testing, schools slowly began reducing their emphasis on instructional time for other subjects, including social studies. 

“I think right now, many Americans rightly worry about the future of our democracy and our ability to work together as a nation to solve collective problems. Ensuring that students have a solid foundation in history and civics … strikes me as an essential prerequisite for strengthening American democracy.” Professor Martin West

“We know when you don’t test, the time investment shrinks,” says Professor Danielle Allen , director of the Democratic Knowledge Project (DKP), an initiative of Harvard’s Edmond & Lily Safra Center for Ethics. But, she adds, this de-emphasis goes back even further than NCLB. 

“We have a 70-year story of disinvestment” in civics and history, she says, a trend that began during World War II with an increased investment in stem research, and has continued to today, with the federal government spending a little more than $50 per student for stem versus five cents for civics, according to research from the Campaign for the Civic Mission of Schools. 

Those sidelining actions now echo across the latest naep scores, where students are unable to answer some of the most basic questions related to the foundations of the American political system or the historic events that have gotten us to where we are today. But, even if these low naep scores do serve as a wakeup call, that warning is coming at possibly the worst time. 

“When we need more robust civic education with young people to help foster the democratic attitudes to safeguard democracy is at the very time when teachers feel under threat if they attempt to do so,” says Professor Meira Levinson , whose forthcoming book, Civic Contestation in Global Education , will be out in 2024. 

Since 2021, 18 states have imposed bans on certain classroom discussion topics, including race and gender. Some have gone even farther. In 2021, Texas passed legislation to not only block teaching lessons about racism or sexism, but also included a provision that outlawed assignments involving communication between students and federal, state, or local officials. 

These limitations are restricting what teachers can teach, especially when it comes to social studies. A recent report by the rand Corporation, Walking on Eggshells, found that one in four teachers changed their curriculum or instruction because of state and district restrictions. In July of this year, the Florida State Board of Education approved new social studies standards that included language about how “slaves developed skills which, in some instances, could be applied for their personal benefit.” Not only are students receiving a censored version of history, but they are also losing out on the chance to discuss controversial topics, a critical component in the development of their civic skills. 

“Whatever we are doing in our schools, it is insufficient to meet the very real and high stakes demands of the current moment where we need more informed, more engaged, more skillful citizens with the right kinds of dispositions, not toward violence but toward using non-violent tools, to try and collectively identify real problems together,” Levinson says. 

Experts have some solutions. End-of-year history and civics tests might improve results, as “research shows teachers spend more time on social studies in states that include the subject in their testing programs,” according to West. Infrastructure — meaning the policies that support teachers' instructional practices and student learning — for social studies is also severely lacking in most states and at the district level, according to another rand report. Creating more consistent frameworks and providing more support, including teacher evaluation and professional development, could go a long way in holding schools more accountable for student achievement in social studies. 

But in addition to these more traditional interventions, educators and experts are also beginning to rethink what civics and history education can look like in 21st-century classrooms, and some promising changes are taking place right here in Massachusetts. 

Leading the Change 

It’s fitting that the birthplace of the American Revolution might serve as a model for turning the tide of failing social studies instruction. 

In 2018, the Massachusetts Board of Elementary and Secondary Education revised its history and social science standards, placing a greater emphasis on civics and introducing a new yearlong eighth-grade civics course. The legislation also passed a law that requires all students in eighth grade and high school to lead a schoolbased civics project. 

West believes the state can be an example for the rest of the country in how to prepare students to better understand history and become active civic participants. It’s a good start to reversing decades of neglect when it comes to teaching history and civics, but, unfortunately, it’s targeted primarily at improving grades. There’s still a deep disillusionment amongst young people and how they feel about American democracy that extends beyond the classroom. 

According to the Democratic Knowledge Project, fewer than 30% of people under 40 believe it is essential to live in a democracy, while 1 in 4 young people believe choosing leaders through free elections is unimportant. 

But Allen and the project’s staff are trying to change that attitude. One of the group’s many initiatives includes an eighth-grade civics curriculum called “Civic Engagement in Our Democracy.” Co-created by the DKP along with eighth-grade educators in Cambridge Public Schools in 2019, the curriculum has since been piloted by dozens of educators around Massachusetts. In 2021, the Massachusetts Department of Elementary and Secondary Education recognized the curriculum as one of just four year-long civics curriculum that met state standards.

“To have that civic identity is to figure out what you value, and connect that to the many roles in being part of a civic society, like voting, holding elected office, and working on local committees, and also with those outside civic institutions, like protests,” says Allen. “Our hope is to help young people reclaim one of those civic roles for themselves and reclaim an ownership stake in our democracy.” 

Through project-based activities and projects, students learn about history while also developing their civic identity by reflecting on their own personal values to better understand the potential civic roles available to them. 

Audrey Koble teaches eighth-grade English and civics at Brooke Roslindale Charter School in Boston. She piloted the DKP curriculum last year and says the work around student identity was powerful. 

“It made it clear that you have to understand yourself to understand how a government can work for you,” Koble says. 

That initial work laid the foundation for students to create impactful civic-minded projects at the end of the school year. Students attended local government board meetings and spoke with local political and business leaders, including Boston Mayor Michelle Wu and New England Patriots owner Robert Kraft. And their projects reflected ideas for real problems facing students, like one in which students proposed a new mbta subway route to address a lack of service between the Orange Line and the Green Line. 

Koble says thanks to the curriculum and their final projects, she feels confident her students are headed to high school with a stronger understanding of themselves and their place in their democracy. “They know some politicians are out there with their best interests in mind, and that they have the ability to reach out to them,” Koble says. “I didn’t understand that until well into my 20s, and for them to understand that at 13 and 14 years old is incredible.” 

Spike Sommers also piloted the  DKP curriculum at his school in Brookline, and despite needing to fill in some gaps for students, he found the curriculum very powerful, especially in the way that it “used the social studies to make the civics understandable and contextualized, while the social studies really came alive because you see how relevant it is today.” 

One unit, in particular, highlighted that relationship, where students learned about Prince Hall, a Black abolitionist leader in Boston who began a petition campaign to end slavery in 1773. Using his writings as primary sources, students went on to write their own petitions, from adding more gender-neutral bathrooms at their school to changing the school start time. 

That’s not to say the curriculum or the new framework are perfect. Sommers found the end-of-year civics project particularly challenging. Even with supports built into the DKP curriculum, Sommers says students often felt overwhelmed with leading a project on their own, and even he felt buried at times trying to keep track of more than 80 unique projects, the quality of which varied widely from student to student. 

Civics Education That Works 

Lecturer Eric Soto-Shed recognizes the challenges of bringing impactful civics learning into classrooms. Although he’s encouraged by the work at both the state level and by organizations like the DKP, he’s working to help make it easier for teachers to assess civics skills and competencies and make sure students across classrooms can have consistent, meaningful experiences. 

Along with Jack Schneider, an education professor at the University of Massachusetts-Amherst, Soto-Shed is working on a research project to identify what exactly it looks like to be an engaged citizen and to codify those skills into resources to support students and teachers . 

“If we want to put curriculum into the classroom, we first need to identify the civic thinking actions we want students to do,” Soto-Shed says. “There’s a lot of good curriculum out there and research informed by philosophy and theory, but Jack and I were interested in the cognitive moves that engaged citizens do when they are participating in some kind of civic action.” 

“When we need more robust civic education with young people to help foster the democratic attitudes to safeguard democracy is at the very time when teachers feel under threat if they attempt to do so.” Professor Meira Levinson

Taking inspiration from the Reading Like a Historian curriculum developed by the Stanford History Education Group, which taught students how to approach history through the same skills as professional historians, Soto-Shed is planning to do the same for civics. 

In a recent research paper called Teaching Students to be Skilled Citizens , Soto-Shed and his co-authors surveyed 100 experts, including professors, elected officials, and nonprofit civic leaders, along with 500 regular citizens to come up with some main areas of civic involvement, including politically engaged activities like voting and activism, and a broader category called neighborliness, which covers interpersonal tasks like volunteering, helping others, and communicating across differences. 

Soto-Shed says by identifying how people engage in these tasks, he hopes it will be easier for schools to integrate civics learning. “What we’re hoping to do with our research is help schools and states and districts be intentional about the civic skills we really need to care about, what the tasks are for students to demonstrate those skills, and how they can be taught,” he says. 

And by identifying the tasks, he also thinks it will allow districts to build those civic competencies into many different parts of the curriculum through interdisciplinary lessons and activities. 

“Look at volunteering, or neighborliness, those are things that can cut across curriculum,” Soto-Shed says. “I think part of the challenge is that civics is broadly defined and can live in many different parts of the curriculum, so having concrete tasks for where and how and when they are taught will help districts be more systematic about it.” 

West also believes that getting creative about how to fit in civics during the school day can be another solution to improving civics learning. 

“I think it’s a mistake to think about instructional time in schools as a zero-sum game where different subjects need to compete for time,” West says. One of the most obvious ways is by incorporating history and civics content into English language arts classes. 

Rebecca Park does that with her students in Brooklyn. During a unit on New York City, Park had her students read A Tree Grows in Brooklyn . At the same time, they researched the historical setting of the novel to learn more about political corruption, poverty, and women’s rights, and how those issues impacted the literary characters. For another project, students read Arthur Miller’s The Crucible and connected past moral panics with today’s controversies over issues like critical race theory. 

Interdisciplinary projects like these don’t just benefit history learning, either. Studies, including one conducted recently by Professor James Kim called Models of Reading Engagement, show that increasing background knowledge in social studies and science also improves student reading comprehension. 

Another way teachers can make civics more exciting for students is by making it more accessible. While learning about the Constitution and the presidency are important, they can also feel very distant for students, especially eighth-graders. But learning about local government and the impact it has on their lives can feel much more relevant to students. Plus, it’s a lot easier to get a local politician to speak with students than say the president of the United States. 

During the 2021 New York City Council election, Park took advantage of online learning to virtually invite nearly a dozen candidates to speak with her class. In preparation, students created rubrics about the qualities that would make the best council member and used them to interview each candidate. 

“We have to balance the fundamentals they need to know with giving them an access point to make them curious to access more information rather than just starting with Article 1 of the Constitution,” says Park. “I think it’s important that civic curriculum starts with local government or local activism to give kids the motivations to get through the drier stuff.” 

But teaching for student engagement doesn’t mean sacrificing learning the fundamentals of history or civics. Soto-Shed says even when teachers give students the freedom to choose any action project they want, they can still learn about and show their understanding of policies and systems of democracy by justifying their project choices. 

“If a student wants to organize a protest, have them talk about why a referendum might not work, or if they want to do a social media campaign, who in the government do they think really needs to hear it,” Soto-Shed says. “Justify the action and really draw on the knowledge of the issue and of the system. That can be a powerful way to make sure students are learning the nuts and bolts while also being engaged in passionate work.”

Andrew Bauld, Ed.M.’16, is a writer based in New York City. His last piece for Ed. was on what’s lost when colleges compete .

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Notes to Civic Education

1. Civic education can also include any type of systematic process that seeks to mobilize people politically, say through public interest or reform groups or through trade or professional associations. As one example of the efficacy of such civic education, see Steven E. Finkel’s “Civic Education and the Mobilization of Political Participation in Developing Democracies,” Journal of Politics 64, no. 4, 2002, 994–1020.

2. William Galston, “Civic Education and Political Participation,” Community Matters: Challenges to Civic Engagement in the 21 st Century , Verna V. Gehring (Ed.), Lanham, MD: Rowman & Littlefield Publishers, 2005, p. 23. In 2001 William Damon observed: “Young people across the world have been disengaging from civic and political activities to a degree unimaginable a mere generation ago. The lack of interest is greatest in mature democracies, but it is evident even in many emerging and troubled ones. Today there are no leaders, no causes, no legacy of past trials or accomplishments that inspire much more than apathy or cynicism from the young.” “To Not Fade Away: Restoring Civil Identity Among the Young,” in Ravitch and Viteritti 2001, p. 123.

3. In this section we refer to philosophers who discussed the education and political participation of men and not of women. This is true of the works of John Stuart Mill that we cite, but not, of course, of his The Subjection of Women . In the sections dealing with modern and contemporary philosophers we have changed the term “good men” to “good person” or “good persons.”

4. In examining civic education in democracies, it is useful to focus on the educational system of the longest continuous constitutional democracy—the United States. Another advantage of this focus is that the educational system in the United States developed alongside the growth of the republic without having had to overthrow, as Tocqueville pointed out, a hereditary and hierarchical system, including that system’s educational prejudices.

5. 1989, p. 189. Ironically, as Wolin points out, the power implied—which is “remote, abstract, and virtually unseen”—“bore certain unfortunate resemblances to the kind of power which the colonists had rejected less than two decades earlier when they had rebelled against the authority of the British Crown…” (Idem).

6. We take Dewey to mean by “democracy as a way of life” that democracy creates and needs a democratic culture in which the values that underlie democracy and the uses to which democratic processes can be put are both pervasive. For perhaps the best exposition on democratic culture, its nature and its limits, see Alexis de Tocqueville’s Democracy in America .

7. The terms used in describing teaching or education are significant. Both the terms “instill” and “nurture” connote teaching of some kind. But each also connotes a different concept of how that teaching begins. To instill or to inculcate a desire suggests some outside force planting or impressing that desire. Once planted, the desire is then nurtured or nourished. If we begin, however, with the idea of nurturing that desire, then we might think of the literal definition of education: to bring or lead forth or out of ( educare ). In other words, nurture suggests a desire that is innate but that needs to be developed and nourished; whereas a desire that is instilled is put in from the outside. Most advocates of character education seem to follow the “inculcation” model. Ultimately, however, where the teaching begins is perhaps not as significant as how the teaching proceeds. That process appears to be the same for character education. Whether the condign desires or traits are instilled or nurtured, they need to be developed.

8. For our purposes, and we speak here for the advocates of character education as well as their critics, this distinction will suffice. It may be problematic, however, because definitions of character often refer to temperament or personality. The Oxford Etymological Dictionary , for example, defines character as a “natural tendency or bent of mind, especially in relation to moral or social qualities.” Its editors list “temperament” as a synonym (p. 493).

9. For an extensive treatment of civic education and the Mozert case, see Macedo, 2000, especially chapters six and seven.

10. Even the devil might be said to have some virtues, as Peters ( op. cit ., p. 43) wryly notes: “A Quaker lady was once told that she would find something good to say even about the devil. To which she replied, ‘Well, he is persistent.’” To this virtue we might add, on the devil’s behalf, the virtues of consistency, industry, and imagination, all of which Peters describes as character traits.

11. What’s the difference between character education and character indoctrination? Indoctrination is a form of socializing persons into proper behavior or socializing them to hold the “right” values. Education, on the other hand, implies some critical distance from the topics so that persons can reflect on different aspects of and on alternatives to what’s presented. Indoctrination, which often carries a negative connotation, is not without an important place in character education, or so I shall argue. Young children need to be socialized before they can be critics.

12. In the mid-1970’s public-school teachers rated values clarification as the most widely approved approach to teaching morals. See Macedo 2000, 122–25.

13. This is not to suggest that an ethos of this sort will not itself be controversial. Pierre Bourdieu, for one, argues that when teachers demand “good behavior” from their students, they are perpetuating a system of domination by coercing students to take up pre-determined social and political roles. At the same time, through such demands teachers reinforce their authority and subordinate the students. See Pierre Bourdieu and Jean-Claude Passeron, Reproduction in Education, Society, and Culture , trans. Richard Nice, (London: Sage Publications, 1990), 10.

14. Dewey, 1916/2004, 10–11, 49. See also Harry Boyte, 2004.

15. See Mariana Souto-Manning (2007). Souto-Manning cites L. Chouliaraki and N. Fairclough, Discourse in Late Modernity , Edinburgh: Edinburgh University Press, 1999 and N. Fairclough, Analysing Discourse: Textual Analysis for Social Research , London: Routledge, 2004 for evidence of the distinction between appropriating language and being colonized by it.

16. Theodore Roosevelt, “Religion and the Public Schools,” Collected Works , 15; quoted in Macedo (2000), p. 93.

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Moral and Civic Chapter 1 Note

Moral and civic chapter 1 chapter one: understanding civics and ethics, defining civics, ethics, morality.

• human being have to respect certain fundamental principles and values to live together
• Johan Stuart Mill: progressive and peaceful setting subsists in a given society as far as that society develops the qualities of its members and generates good citizens
• Aristotle : citizens of a State should always be educated to suit the constitution of a State
• Right Education – in South Africa
• Citizenship Education – in USA and Germany
• Citizenship and Character Education – in Singapore
• Civics and Ethical Education – in Ethiopia
• an education that studies about the rights and responsibilities of citizens of a politically organized group of people
• the knowledge, means, and activities designed to encourage students to participate actively in democratic life, accepting and exercising their rights and responsibilities
• content-led
• teacher-based
• whole-class teaching
• examination-based assessment 
• comprised of knowledge, values and skills
• prepare students for active, responsible participation
• extends learning beyond the curriculum and classroom
• highly dependent on interactive teaching , which requires discussion, debate
• term‘s morals and moral – to the conduct itself
• terms ethics and ethical  – refer to the study of moral conduct
• morality is related to praxis, but ethics is related to theory
• branch of philosophy
• explores the meaning and the ranking of different ethical values: honesty, autonomy
• establish the standards , norms, or codes to be followed by human beings
• set of normative rules of conduct
• may share common ground with : law , religious belief , popular opinion, professional codes BUT broader than all of these and offers a set of tools and values against which their appropriateness can be evaluated
• Ethical questions are not concerned with what one would do (an essentially psychological concern) but what one ought to do
• specific set of principles , values and guidelines for a particular group or organization
• usually associated with a certain conduct within a profession
• critical examination and evaluation of what is good, evil, right and wrong in human conduct
• right and wrong
• should and ought
• obligation and duty
• ethics as divided into two fields ; normative ethics and non-normative ethics
• dictionary definition: Latin “ moralitas ” – manner , character , proper behavior
• the degree to which an action conforms to a  standard or norm of human
• code of conduct one follows accepted in a society, or within a subgroup of society
• more general term: character of individuals and  community
• it becomes ambiguous when defined by different ethnic groups, especially in the multicultural society
• Morality is, at the very least , the effort to guide one‘s conduct by reason to do what there are the best reasons for doing while giving equal weight to the interest of each individual who will be affected by one‘s conduct
• norms, formally approved by state , power or national or international political bodies
• to promote well-being , resolve conflicts of interest, and promote social harmony
• E.g ethical obligation to break the speed limit in order to transport someone to a hospital
• E.g lying is unethical but lying is only illegal under certain conditions 
• E.g United States had laws permitting slavery in the 1800s
• we use the coercive power of government to enforce laws like imprisoned, BUT not for who violate ethical or moral standards
• make individuals responsible and efficient member of their community
• teaches the values and sense of commitment that define an active and principled citizen
• producing self-confident citizens who decides on issues based on reason
• creating a generation who has the capability to shoulder family and national responsibility
• Generally, the necessity of delivering the course emanates from:
• rights and duties co-exist
• what the ideal society needs and wants to be cannot be secured by coercion, but only through its members (citizens) who have a balanced understanding of rights and duties
• one’s right implies the other’s duty
• every exercise of right is subject to restrictions. E.g one has the freedom of speech and expression, but in no way affects the rights of others
• one should exercise his rights for the promotion of social good
• State has the obligation to discharge duties towards its citizens
• As the State guarantees and protects the rights of everybody, one has a duty to support the State in its legal endeavors
• there must be a balance between citizenship rights and obligations
• citizens have low cognitive , affective , and evaluative orientation regarding the political systems
• role of citizens in the political sphere of their countries is insignificant
• high cognitive , affective , and evaluative orientation towards the political system and policy output
• BUT orientations towards input objects (like political parties) and the self as active  participants are minimal
• relatively detached, passive relationship on the part of the citizen
• most compatible with centralized, authoritarian political structures
• high cognitive , affective , and evaluative orientation to the political system, the input objects, the policy outputs, and
• recognize the self as an active participant in the polity
• compatible with democratic political structures
• qualities and attitudes of citizens determine the health and stability of a country‘s democracy
• many citizens lack the competences and knowledge to deal with the tensions between individually and socially centered norms and obligations
• small parts of the population support the norm that a citizen should be politically active
• most citizens still rely on voting only
• in-depth understanding on democratic behavior and able to behave democratically
• ability to tolerate and work together with others who are different from themselves
• desire to participate in the political process in order to promote the public good and hold political authorities accountable

3) The Need for Relevant Knowledge, Skills and Positive   Attitudes

• Relevant knowledge is a type of knowledge which is useful in dealing with a particular problem at a period of time
• it is functional or put into practice
• the person equipped with right attitudes and requisite skills
• skillful manpower is a pre-requisite for every nation that wishes to develop but a skillful manpower without positive attitudes to work is likely to result in counter production like; corruption, bribery
• civics and ethics can be a useful cure for the “ social ills ” often associated with young people: that is, tendencies for anti-social behavior and political apathy among young people, or, what describe “ youth deficit ”
• subject helps overcome discrimination and to nurture genuine, inclusive dialogue among cultural groups
• tolerating or celebrating each other
• nurturing dynamic exchanges based on interaction, openness and effective solidarity
• Civics and ethics as a subject nurture new and inclusive relations and practices in both public and private spaces that recognize gender differences while ensuring inclusiveness and equity
• it can make a valuable contribution to create the subjective conditions for more peaceful situations
• includes the development of competencies for peacemaking , conflict resolution , healing , reconciliation and reconstruction
• understanding of nonviolent civil disobedience philosophies, strategies and skills
• Respect for life
• Respect for reasoning
• Concern for the welfare of others
• Respect for diversity
• Peaceful resolution of conflict
• citizens need to have a combination of knowledge, skills, attitudes, and values at their disposal enabling them to become an active citizen
• In sum the goals of teaching civics and ethics at any level of educational institutions is to produce competent , high moral standard society and responsible citizens

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Civic Education Lesson Note SS 2 First Semester

Lessons on civic education ss 2 first semester – edudelight.com, first term scheme of work civic education for ss2, topic: citizenship education.

Citizenship education is a field of study that expose students to the right values, positive attitudes, behaviours and democratic awareness that will enable them contribute meaningfully to the economic and social political development of the Nigeria federation and the world at large.

IMPORTANCE OF CITIZENSHIP EDUCATION

• It encourages Nationalism, patriotism in students and hence national unity
• It teaches duties and rights and what to do it one’s right are abused
• It broaden students knowledge on government activities (actions and in-actions)
• It identifies the numerous problems of the society and how to practically solve them
• It teaches scholars to the good and law abiding followers and to posses responsible leadership qualities.

DUTIES AND OBLIGATIONS OF CITIZEN TO THEIR COMMUNITY

Duties are constitutional responsibilities that active citizen carry out in exchange for the rights, freedoms and privileges they enjoy.

The duties of the citizens include:

• Obedient to traffic laws and regulations
• Declaration of one’s income to the lawful agencies and prompt payment of taxes
• Protecting the good name of Nigeria and rendering national services

Obligations are moral considerations on the part of the citizens to perform civic activities for the effective functioning of the country and the benefits of all

Unlike duties obligation are not imposed by laws rather they perform according to the dictates of their conscience.

Some obligation of active citizens include:

• Helping in exposing crimes and criminal tendencies
• Participation in communal activities and other activities like helping accident victims etc
• Caring for public utilities: to ensure maximum and effective usage of such facilities
• Donating to the course of less privileged and challenged in the society.

Consequences of non – performance of duties and obligations

• Slow progress
• Loss of lives
• Chaos and fighting
• Inability to achieve societal goals.

1.what should be the roles of a citizen towards national development

2.State five patriotic roles of a good Nigerian

Edudelight.com Lessons

Topic: traditions and beliefs.

Traditions imply customs, thoughts, practices, beliefs and activities that has been passed down through generations over a relatively long period informally.

Despite the long victory to traditions several new traditions have been evolved on purposes that are political, social or cultural.

Examples include official acknowledgement of holidays, socially meaningful clothes, like the lawyers wigs and traditional shrine regalia. They are also manifested through several norms like greeting, make – up, dressing, food and architecture

Beliefs are feelings of certainty that something exist, is true or is good. It can also be expressed as a view on political or moral cultural issues.

Skills / ways of promoting traditions and beliefs

1. Through the family: Traditions and beliefs can be showcased through the family. Parents and guardians majorly transmit cultures and beliefs to the next generation (children/wards). They should continuously teach their local language to their children as well as their norms and values.

2. Through the mass media: The impact of the media particularly the electronic media is in promoting our culture cannot be overemphasized. Radio and television go a long way in protecting the rich cultural heritage of Nigeria. They do these through music presentation, plays and dramas and other major programmes.

3. Observance of cultural and national days in schools: The government should stipulate that schools at all levels should observe organised national days at least once in a year. During such event, every member of the school community should wear traditional cloth and prepare local dishes.

4. Political leaders: They should reflect our culture in their dressing at home and abroad while camping out their official duties

It is quiet commendable that some states house of assembly in Nigeria have hear-marked a particular day of the week in which the house deliberations are done in vernacular – understood by everyone in the house.

5. Workshop and Exhibition: Frequent exhibitions of tradition cosmetic materials of adornment, local dishes etc. should come up for the benefits of youth in various schools.

TOPIC: NATIONAL CONSCIOUSNESS, INTEGRITY AND UNITY

National consciousness or nationalism is the strong feelings of pride belongingness, attachment and national awareness that an individual has towards his nation. It involves being devoted to one’s nation and advocating for its unity as well as struggle against depression and for equality. Nationalism also includes political participation and self rule (political independence).

National integrity involves being honest and possessing strong moral principles and etiquettes. It helps in breeding a people and nation that will not compromise standards thereby providing works of highest quality and encouraging growth and developments.

Whereas, national unity is the state of different (ethnics) groups joined together to form a single country or when the various ethnics groups in the country are in agreement act together for specific purposes.

Factors that promote National consciousness, integrity and unity.

1. Hospitality: It is caning for others regardless of their tribe or social background.

2. Inter – tribal marriage: this is the marriage conducted between persons of different tribes

3.Tolerance : this is needed because it makes us live together in unity, despite, diversity, religion, beliefs, characteristics etc.

4. Non – discrimination: this is being resolute not to be selective in laying others and it promotes love, unity and progress

TOPIC: CAPITALIST DEMOCRACY AND NATIONAL DEVELOPMENT

Democracy is that system of government in which the political powers of a state lies in the people i.e. A is based in the popular will and the right of the minority is protected.

Capitalism is a type of government on the ideals that means of a production and the distribution of goods and services should be owned and controlled by private individuals to achieve optimal productivity. It is essentially to promote freedom of thought and voluntary actions creatively applied to production. It is based on private property right, profit maximization, cooperation, division of labour and economic justice. Those that believe in this principle are capitalist.

Capitalist democracy is a system in which the private sector produce goods and services for a free market and the government is elected to maintain and protect orderliness in the society.

Michael Novak defines it as an amalgam for three systems namely: (i) an economy based predominantly on free market and economic incentives.

A democratic polity and a classical – liberal moral cultural system which encourage pluralism.

Political liberty or democratic polity allows for reconstitutional system of governors in which both individuals and groups are represented. The moral cultural includes values like work ethnics, individual initiatives, honesty and respect for private property is encouraged by mediating institution like the family, church and other voluntary groups.

Characteristics of capitalist democracy

1. Economic Freedom: Individuals have the freedom to possess as much wealth as they desire, the government still makes laws guiding cooperate bodies and individual in the economic activities.

2. Separation of powers : There are a number of structures in place to check the abuse of power like the legislature e.g. the executive and judiciary.

3. Equal Right: citizens have equal right to participate directly and indirectly common political decision.

4. The existence of independent and active civil society : this groups activities influences vital decision of power brokers. In January, 2012 such pressure groups forced the government of the federation to reduce the retail price of petrol (PMS) per litre from N65to N140 and then to N97.

5. The existence of fundamental human rights

6. Periodic free and fair election

7. Party system

8. Freedom of press

9. The rule of law

10. Tolerance of opposition

Discuss comprehensively, democracy and its contributions to National development

State five features of capitalist democracy

TOPIC: POLITICAL PARTIES

Political parties are organised group of people with common beliefs, ideology and interest with the aim of contesting and winning elections. They assume the political power of a state through the following means:

How political parties compete with power

1. The parties must have clear programs of what they would do if elected into office. This is called the party manifesto.

2. Mobilization of members to work for the parties. This influences colleagues, neighbours and friends to vote for and support the party.

3. Voters educations : the parties educate electorate before the election on how to vote, their party logo, motto and slogan.

4. Selection of edible candidates : through primary elections, the party select a worthy candidate to vie for the political post during election

5. Campaign: this is carried out in all the areas that elections will hold. It involves present the candidates and the party manifesto the electorate.

Explain five functions of political party

TOPIC: EMPLOYMENT AND ALLEVIATION OF POVERTY

a. Employment: it is an arrangement of responsibilities between two parties. The employer (usually the boss and the owner of the business) and the employee (the person aired for specific duties which are condensed into a job)

b. Alleviation of poverty : this involves the various attempt to reduce the poverty level or actually get rid of poverty in the society.

Poverty is a civic problem and a state of lacking basic necessities of life. The basic necessities include clothing, shelter and food. It goes on to the inability to access clinic, school and credits. It is a state of insecurity, susceptibility to violence and exclusion of persons, household community from basic needs.

c. Levels of poverty : poverty can be absolute or relative. It is absolute (destitution) when a person has no access to clean and fresh water, food, education, basic health care and clothing. World Bank describes it as living on less than 1.25US dollars per day. In 2006, the United Nation and World Bank affirms that about 1.75billion people lives in absolute poverty worldwide while relatively poverty is accepting level of resource as compared with other in a society or country.

IMPORTANCE OF EMPLOYMENT ON ALLEVIATING POVERTY

• It provides income for the family
• It provides means of saving
• It provides capital for investment
• It provides money for consumption
• It provides fund for government to fight poverty
• It increases the level of demand leading to industrial growth
• It reduces problems in the family which often trigger poverty.

FACTORS THAT GUARANTEE EMPLOYMENT

• Practical oriented education
• Responsible governors
• Popular participation
• Free education
• Provision of credit facilities for small scale business

CAUSES OF POVERTY

The causes of poverty include:

• Colonialism
• Conquest (this is when two communities are in quarrel and one conquers the other)
• Persistence of national disaster while factors perpetuating poverty include ignorance, disaster, disease, corruption, political apathy and dependency.

Some other causes that have identified includes raising a large family, corrupt leadership, spending habit or reckless spending, restricted education/training, extended family system, laziness/unused talent and so on.

CONSEQUENCES OF POVERTY

1. Underdevelopment : it reduces the capacity of individual and society to develop and acquire higher skills. Individuals will not be able to contribute meaningfully to the social economic development.

2. Low quality of life/prior standard of living: poor people live in slumps, dirty and stinking environment. They depend on a few clothing usually dirty and old. They also lack the basic need of life for, clothing and shelter.

3, Generate social problems : children from poor homes are most prone to commit crimes like stealing, prostitution, drug abuse, cultism, kidnapping, fraudsters, piff-piffs such children also engage in thuggery  and gangsterism.

4. It may lead to broken home and divorce: the inability of a man to provide the basic needs for the family may lead to divorce.

5. It leads to teenage pregnancy: girls from poor homes most likely engage in pre-marital sex which often leads to unwanted pregnancy

Explain five ways of reducing poverty in Nigeria

What are the roles of government in Nigeria to reduce poverty?

TOPIC: POLITICAL APATHY

It is the lack of interest on the part of the citizen in political activities of their state.it is the reverse/opposite of political participation. And a state of passinivity of the citizens of a state to political activities such citizens are said to be a political or apathetic.

Wikipedia puts it as the indifference in the part of the citizen of any country as regards there attitude towards political activities

Political activities include election, public opinion, civic responsibilities etc. for example, INEC records shoes that 35% of 70 million voters voted during the 2011 general election.

FORMS OF POLITICAL APATHY

1. Refusal to register for election: some citizens regard registration of voters as a waste of time even if they are qualified to do so.

2. Refusal to check on their voter register: some actually registered but do not check their names when the opportunities comes as a result that may not be able to check or update their data that has been prevoivsy recorded wrongly in the register.

3. Refusal to vote during election: In the 2011 general election about 60% VOTERS IN Nigeria did not vote. Some that were denied their right would not even complain or resist.

4. Unwillingness to fight electoral malpractices: some are indifferent to electoral malpractices like ballot stuffing, snatching, multiple voting etc. as a result in experienced politicians came into power that is unhealthy for the nation.

5. Lack of trust, confidence and respect for political leaders and public officer : these could be as a result of long, bad governors, misconception of politics like “politics is a dirty game for people”.

6. Refusal to take up political appointment from the party in power

7. Lack of interest in the day to day political happenings in the state: some do not know the name of their president let alone the names of ministers and commissioners

8. Impassive community services: this includes the refusal to take part in community development works like environmental sanitation, not attending community meeting, not contesting for elective post in their community as well as lack of interest in community leaders and the or activities

9. The non – consciousness of existing political parties, their manifestos and pedigree of the candidates contesting through each party.

How can we reduce political apathy in Nigeria?

What are the consequences of political apathy in Nigeria?

REASONS FOR POLITICAL APATHY

A. Lack Of Security: some voters away from the polls as they are not sure of adequate security.

B. Political Violence: party thugs ward off people in order to perpetuate all sort of rigging. Lately political campaigns are characterized with violence and killing of innocent people. For example the assassination of Engineer Funso Williams the PDP gubernatorial candidate of PDP in Lagos and the assassination of Oyerinde the special adviser to the Edo State governor. All these have made people to be indifferent to politics

C. Lack Of Commitment To Political Policies : people are discourage from participating in subsequent political activities as politicians make a lot of good promises during campaigns and do not fulfil them they even embezzle fund meant for making life better for the electorates.

D. Bad Governance: governance is characterized with bad policies, corruption, injustice and infringement of people’s right, mismanagement of funds etc. these will ever discourage people to participate in politics

E. Lack Of Transparency: Electoral malpractices in past elections which has made the expected candidate to lose out make a lot of people to presume their vote will not count, therefore they decided to be apathetic.

WEEK ELEVEN

REASONS WHY LEADERS FAIL TO PROTECT THEIR FOLLOWERS’ INTEREST.

1. Godfather’s: pleasing godfathers at expenses of the masses in a failure of political leaders(office older) usually such office holders must have written undertaken to reward their godfathers before being tipped for the post and they use public funds for their remuneration (compensation) as they like to be like those back in the coming election.

2. Party interest: the leaders fail when they succumb to pressures of the party “BIG WIGS” who may frustrate them out of office. They fail because the remnant of public funds will not be enough to execute projects that will benefits the masses.

3. Lack of visions : this is another factor responsible for the inability to deliver while in office.

4. Greediness: politicians with “grab – it – all” attitude tends to influence contracts, divert public funds to their polices and do other inimical activities which makes them incredibly affluent.

5. Insensitivity to peoples plight: politicians tends to spend money on frivolities like foreign trips, throwing extravagant parties, buying houses for themselves overseas rather than pressing issues like repairing bad – roads, lack of pipe borne waters, lack of good hospitals and deplorable school buildings.

6. Tribalism, nepotism.

Explain seven effects of failures of leaders to protect followers’ interests.

State ten qualities of a good leader

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20 Importance of Civic Education In Nigeria

When it comes to Nigeria, the importance of civic education cannot be overstated. In a complex and ever-changing world, citizens of Nigeria need to understand their rights and responsibilities in order to make informed decisions about their lives and the society around them.

Civic education is not just about understanding laws and policies; it is also about learning how to engage in civic discourse, come together as a community, and use our collective voice to advocate for change. That is why civic education is an essential part of the Nigerian educational system.

In this article, we’ll discuss 20 importance of civic education in Nigeria. From the importance of teaching values such as tolerance and respect to understanding voter rights and responsibilities, we’ll explore how Nigerians can benefit from a strong understanding of civil society. Read on for more!

Importance of Civic Education in Nigeria:

Civic education is an important component of overall educational development in Nigeria. It is the knowledge, skills, attitudes and values needed to be a responsible, knowledgeable and productive citizen in society. In Nigeria, it focuses on the individual’s role in the broader community and how his/her activities can contribute to the development of the community. Here are some aspects of civic education you should be aware of:

• Political Education: This includes learning about democracy and governance, understanding the rights and responsibilities of citizens, as well as studying government structures and processes.
• Geography: Learning about Nigeria’s distinct geography, culture, population characteristics, and natural resources can help Nigerian citizens have a better understanding of their own country.
• Identity Development: Building a strong sense of self-identity is essential for good citizenship and social responsibility. Civic education helps students develop a strong understanding of their cultural heritage, values and beliefs in order to be confident members of society.
• Law & Justice Education: This helps people recognize their responsibilities as citizens with respect to obeying laws at all levels – national, state/provincial and local – as well as understanding how they can contribute positively towards creating a just society.
• Cultural & Intercultural Education: Learning about different cultures and traditions helps people recognize the diversity present within their own communities. It encourages them to have an open-minded attitude towards those from different backgrounds by fostering mutual respect among all people.

Understanding the Principles of Democracy

When it comes to understanding the fundamentals of democracy, civic education is key. Through civic education, Nigerian citizens gain insight into their basic rights and gain the ability to voice their concerns and opinions. It also helps them understand the principles of democracy and civic responsibility, allowing them to become an active participant in the political process.

Civic education equips individuals with key knowledge about how government works and how citizens can influence decisions made by those in power. It teaches the importance of honesty, transparency, fairness and accountability in government institutions. It also helps people understand what it means to be a responsible citizen and encourages them to reach out and make their concerns heard when they feel wronged.

Finally, it encourages individuals to stay engaged with issues of local and national concern as well as build stronger communities that are engaged civically with one another. By understanding the principles of democracy through civic education, individuals can contribute towards achieving a harmonious society that reflects its values of fairness, equity and justice.

Understanding the Role of Civic Organizations

Civic education also helps individuals understand the role of civic organizations in Nigeria. Through civic education, people become aware of the organizations that exist in the Nigerian community and the services they offer. This can help them take advantage of the resources available and feel empowered to become involved in their local community.

Organizations such as youth councils, charity organizations and civil society groups can inform and engage citizens in their community. They can provide education on certain topics and help citizens make informed decisions that benefit the collective. They can also assist people in taking on leadership roles and advocate for causes that are important to them.

Civic education also teaches Nigerians about the importance of volunteerism and working toward the common good of the community. By understanding the role of civic organizations, Nigerian citizens can become more active and engaged participants in their local community.

Expanding Knowledge about the Rule of Law

Civic education also teaches about the rule of law and how the Nigerian legal system functions. It is important to understand the laws and regulations governing the behaviour of citizens and businesses and to be aware of the proper channels for bringing grievances and complaints. Knowing the specifics of civil rights, as well as the details of criminal law, are also essential in recognizing injustice and advocating for change.

Legal literacy is a vital part of civic education, as it has implications that go far beyond the Nigerian government. The law affects all aspects of life in a complex and intricate way, ranging from economic and social issues to environmental and educational policies. An educated citizen is one who is aware of their legal rights, as well as their moral and ethical responsibilities.

Awareness of Human Rights and Good Governance

You might not know this, but one of the most important aspects of civic education is improving awareness of human rights and good governance. Being aware of your rights as a citizen helps you to hold governments accountable and demand better services. With this awareness, citizens have the tools they need to engage in meaningful dialog with government officials and make sure their needs are met.

Furthermore, civic education helps citizens understand their role in nation-building and developing democracy. This understanding of democratic ideals helps foster an environment of inclusion, where everyone has a voice so they can bring positive changes to their society.

Instilling the Value of Community Responsibility

Civic education is a vital part of Nigeria’s educational system, as it helps ensure that citizens are aware of and understand their rights and responsibilities. This includes instilling the value of community responsibility.

Community responsibility means understanding that one has a role to play in making sure that their local environment is safe, clean, and conducive to all forms of life. It also means knowing how to work together with others to ensure the common good. Civic education helps to instill these values by teaching people about their roles and responsibilities in their communities and how they can contribute to its progress.

It also helps people learn the importance of getting involved in their local government’s decision-making processes, as well as how to participate effectively in community-level initiatives for change. Through civic education, people can understand how their actions impact others, become more aware of social issues and injustices happening around them, and develop the critical thinking skills necessary to make informed decisions about their communities’ development paths.

Understanding of Social Structures & Reforms

Civic education in Nigeria also enables citizens to gain a better understanding of social structures and how to reform them for the better. As people become more knowledgeable about the systems and institutions governing their lives, they are able to recognize the types of social and economic policies that need to be changed in order to make their communities better places to live. Through training sessions and other initiatives, citizens can develop the capacity to identify and challenge oppressive systems, as well as advocate for more equitable economic and social policies.

Civic education can also help empower citizens to become active and take the initiative in pushing for reforms. With an increased understanding of their rights and responsibilities, citizens can become more involved in the legislative process and shape decision-making at different levels. Through active participation and collective action, citizens can work together to push for reforms that create more equitable laws and policies that benefit everyone in their society.

Ultimately, civic education is an essential part of any nation-building process, not only in Nigeria but also all around the world. It is through a deep understanding of our rights, responsibilities, and systems of governance that we can create the frameworks necessary to build a more just, responsible, and equitable society.

Facilitating the Understanding of Diversity

Do you ever feel like you don’t understand why certain cultures or customs act the way they do? Do you think it’s important to recognize and embrace diversity in your community? Civic education in Nigeria can help you with both of these things.

By studying civic education, you are able to gain a deeper understanding of your environment and the people who make it up. Through this understanding, you can learn how different cultures interact and better learn to appreciate what all individuals bring to the table.

This can also help to promote cross-cultural learning opportunities, which can foster more meaningful conversations between people from different backgrounds. Civic education teaches us how to become more accepting of each other’s differences and beliefs, which helps us to bridge gaps between different groups in our society.

Teaching How to Resolve Conflict Peacefully

One of the most important reasons to learn about civic education in Nigeria is because it teaches you how to resolve conflicts peacefully. With civic education, you can learn about the common values and social norms in Nigeria and around the world and how to use them to come up with peaceful solutions for conflicts.

Using civic education in Nigeria can help people to develop better problem-solving skills and communication skills. This can help to bridge the gap between different governments, religions, societies, cultures, and communities. By understanding the common values that shape our lives in Nigeria, people can come together and resolve their issues peacefully.

Building an Understanding of Law and Justice

You might not realize it, but understanding law and justice is a key part of civic education. Governments make laws to protect people’s rights and ensure justice is served. As citizens, it’s important to have an understanding of the laws that govern us so we can participate in the democratic process and make our voices heard.

Civic education builds an understanding of law and justice by:

• Providing an understanding of legal systems: This includes the basics of how legal systems work, such as the role of laws, courts, judges and juries.
• Fostering respect for the law: Understanding the importance of respecting laws helps citizens abide by them and also encourages them to participate in activities to help bring about change or reform.
• Teaching how to apply the law: Civic education teaches citizens how to apply the law in different contexts and understand what their rights are when it comes to legal issues such as contracts or civil rights violations.
• Promoting accountability: Civic education helps citizens understand that they have a responsibility to uphold their community’s values and follow its rules, which promotes accountability in society.
• Encouraging responsible judgment: By teaching citizens how to be accountable for their actions, civic education encourages personal responsibility for behaviors that might be considered illegal or unethical in their society.

Teaching How to Vote Responsibly

One of the most important aspects of civic education is teaching people how to vote responsibly. Voting is one of the most important rights and responsibilities of citizens in a democracy, and it’s crucial that everyone understands how to cast an informed, responsible vote.

Civic education plays a major role in teaching people how to do this. By providing students with information on why voting is important and how different political systems work, they can learn the importance of making informed choices when casting their ballots.

Moreover, civic education teaches students about their own rights as citizens, such as civil rights and voting rights, so they understand why it is so important for them to exercise these rights by participating in elections. It also provides information about the process of voting, where and when polls are open, what forms are required to vote, etc., so they know what needs to be done before they can cast their ballots.

Developing Critical Thinking Skills

You may not realize it, but learning civic education in Nigeria can also help to develop your critical thinking skills. The process of learning to look at situations from multiple perspectives, understanding different opinions and eventually coming to your own conclusions is an essential part of being a well-rounded citizen.

With civic education, you’ll need to analyze the information presented in order to gain a full understanding of the issue. You’ll also be encouraged to question the facts and draw your own conclusions. This type of critical thinking is invaluable in any area of life and will serve you well when making decisions or forming opinions.

Civic education can help you:

• Recognize different angles on an issue
• Analyze information from multiple sources
• View problems from a variety of perspectives
• Evaluate opposing ideas objectively
• Formulate your own opinion with confidence
• Determine what action needs to be taken in response

Strengthening Social Connections With Others

When it comes to civic education, strengthening social connections with others is a key tenet. When we learn about the government and its impact on our lives, it can be easy to feel disconnected from the world around us. But a good civic education can help bridge that gap.

From understanding the laws of our country to learning about our rights as citizens, understanding civic concepts helps us to connect with our neighbors and other members of society. We become more aware of what binds us together, the shared values and beliefs that make us part of a greater community, and this can only benefit the community as a whole.

By learning about our society’s democratic ideals and fundamental principles, we are able to understand and appreciate our society’s past, present, and future in a meaningful way. This understanding encourages dialog and cooperation between citizens, which leads to increased empathy and respect for each other and, in turn, strengthens social connections.

Ultimately, understanding civic education helps us strengthen relationships within our own communities while also connecting us to other societies on both local and global levels. Through these connections, we are better equipped to work together toward common goals for the benefit of all people everywhere.

Learning About MultiCulturalism and Tolerance

Learning about multiculturalism and tolerance is a key argument for the importance of civic education in Nigeria. As Nigeria is a diverse, pluralistic society made up of multiple ethnicities and religions, it is important to learn about each other’s different cultures, beliefs and ideas in order to build a more inclusive and harmonious society. Civic education teaches students about respect for cultural diversity and acceptance of differences. It also provides students with the opportunity to learn about their rights and responsibilities as citizens, which enables them to develop into responsible adults who can contribute positively to their communities.

Also, civic education promotes civic action: learning how to take meaningful action on local and global issues through voting, volunteering or participating in community activities such as rallies or marches. It encourages young people to take ownership of their own lives and become proactive citizens who are engaged and active participants in public life.

Creating Informed Citizens for Political Participation

Civic education is essential for creating informed citizens in Nigeria who can actively engage in the political process. Civic education teaches people the fundamentals of democracy, such as the rights and responsibilities of citizens, the various forms of government, and the role of voting in a democracy. It also teaches people about their rights as citizens and how to exercise them responsibly.

By understanding these principles, citizens are better prepared to engage in political activities such as voting, running for office, and organizing protests. With these skills and knowledge, they can identify candidates who will best represent their interests and take part in meaningful conversations about political issues that affect their community. This encourages greater engagement with their local governments which can help bring about positive change.

Civic education also provides valuable information on how to hold elected officials accountable for their actions, as well as how to get involved with issues like budgeting, city planning, taxation policies, etc. This fosters a more informed electorate that is better equipped to manage its resources wisely and make decisions that benefit everyone. Moreover, civic education prepares future generations of leaders by equipping them with the skills needed for civic engagement both now and in the future.

Enhancing Leadership Skills and Responsible Decisions

Leadership skills and responsible decision-making are some of the most important elements of civic education. By teaching citizens how to think critically and analytically, civic education can help them become more effective leaders and more responsible decision-makers.

Civic education encourages citizens to think independently and critically about the problems facing their society. This helps them to come up with innovative solutions that address those issues in an effective manner. It also teaches them how to take into account different perspectives when making decisions, which helps them make more informed choices.

Additionally, civic education encourages citizens to be more accountable for their actions. This involves learning how to hold themselves and others accountable for their actions in order to ensure the well-being of the community as a whole. It also teaches citizens how to work together in order to achieve common goals, which can help create a more unified society.

Understanding the Impact of Globalization

Globalization has been a major trend in the 21st century. It has impacted almost every aspect of our lives, from the way we communicate to how we conduct business. And with Nigeria being one of the most populous countries in Africa and a major player on the continent, understanding the impact of globalization is key for navigating life in 2023 and beyond.

This is precisely where civic education comes in. Civic education helps citizens understand how global forces shape their government, economy, and society. It provides knowledge about how different countries interact with each other economically and politically, as well as how policies, theories, and ideas from one country may be adopted or rejected by another.

Civic education also provides citizens with an understanding of the factors that lead to economic growth or decline within a country. This knowledge can help inform decision-making that has an impact on global economic development and stability overall.

Civic education also equips citizens to think critically when it comes to international relations among different countries. It can give citizens an understanding of human rights across different countries as well as a greater appreciation for diversity and cultural exchange – all key components to successful globalization initiatives.

Recognizing the Significance of Environmental Protection

Have you ever stopped to think about why environmental protection is important? It’s easy to get overwhelmed by all the negative news about climate change and pollution, but understanding the significance of environmental protection can be beneficial in so many ways.

Consider this: civic education helps us recognize the importance of responsible resource management and sustainable development. In other words, by understanding how our individual actions can have an impact on our environment, we can make informed decisions that will help protect it.

Additionally, civic education helps us appreciate the importance of protecting wildlife and habitats. It instills a sense of responsibility toward conserving natural ecosystems and preserving biodiversity, both of which are essential to keeping our planet healthy and stable. Furthermore, it teaches us how to use natural resources in a sustainable manner so that future generations can enjoy them too.

By learning about these topics through civic education, not only can we become more aware of our own actions but also encourage others around us to do their part. We are empowered with the knowledge and skills necessary to contribute towards a greener world in a meaningful way!

Teaches How to Constructively Challenge Stereotypes, Prejudices And Discrimination

Civic education teaches us how to constructively challenge stereotypes, prejudices and discrimination related to certain beliefs or cultures. Through this, we can all be empowered to confront injustices while also respecting each other’s rights as citizens.

It’s important to note that civic education also helps to enhance respect and tolerance towards others with different beliefs. The idea of citizenship and civic life helps us to understand that we all have a stake in our communities, no matter our religious beliefs, gender, race or lifestyle. Civic education can bring about a sense of belonging and collective responsibility for the welfare of everyone in society.

This helps promote peace and harmony within Nigeria so that people can live together peacefully despite their differences.

Increasing Knowledge About Global News and Current Events

A key role of civic education in Nigeria is to ensure citizens are aware of current events in the world. By educating people on global news and current events, it can help create a more informed population that can make better decisions about their own lives and the future of Nigeria and its impact on the world.

By understanding global news and current events, people in Nigeria can become more aware of different countries’ perspectives, allowing them to form their own opinions and develop empathy for citizens of other nations. This can lead to increased understanding between different cultures and countries. Furthermore, by learning about global news and current events, citizens are better prepared to make informed decisions in their own lives as well as have a greater understanding of how their actions may impact the world at large.

Civic education can help Nigerian citizens increase their knowledge about global news and current events by:

• Providing an introduction to media literacy so that people can evaluate media sources
• Allowing citizens access to reliable news sources from all over the world
• Discussing international relations, different cultures around the world, and major world leaders or organizations
• Teaching individuals how to research non-domestic sources accurately and efficiently

Learning About Economic Issues

You may not think it, but learning about economic issues is one of the most important reasons why civic education is so important in Nigeria. After all, understanding economic theory and principles gives you an understanding of how the economy affects everyday life.

This knowledge can help you make informed decisions, like which investments to make or how to save money. It also allows you to participate more meaningfully in the political process by informing yourself about taxes, budgeting, deficits and other topics related to economics.

No matter where you live or what stage of life you’re in, knowledge about economics is key to understanding how countries and businesses operate, and it’s a skill that will stay with you for life, no matter if your career takes a different path later on. Learning about economic issues can enable Nigerian citizens to make better decisions in their daily lives and help them create a better future for their country.

Civic education is essential in Nigeria and must be taken seriously. Civic education is more than just an academic exercise; it is an opportunity to build better citizens. This means that it should prioritize solidifying the rights and responsibilities of individuals, the expectations imposed by the government, and the duties of citizens in the operation of their government.

It is a set of skills, behaviours, and attitudes that allow individuals to understand their rights and responsibilities as citizens and to participate thoughtfully in the governance of their communities. It also emphasizes the importance of understanding how citizens rely on one another to realize our shared goals and dreams for a more just and equitable society.

Civic education has the power to shape attitudes, opinions, and judgments that are essential for life-long civic engagement. It’s an invaluable tool for anyone who seeks to build a better Nigeria for generations to come.

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MOE Civic Education Revision (Grade 10 to 12)

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Civic Education: Emergency

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Subject: Civic Education Topic: Emergency Class: SS2 Term: Second Term (Week 4) Description: Civic Education Lesson Note on Emergency has 2 lessons. If you are a Civic Education class teacher, you should teach this topic within 1 week depending on your school timetable or schedule. However, SS2 students and those preparing for Civic Education examination (WAEC, NECO or GCE) are advised to read ahead without been limited by time or schedule.

An emergency can be defined as an urgent situation that requires the suspension of the constitution in order to restore law and order. During periods of emergency government institutions such as the legislature, executive and judiciary may not be able to carry out their regular functions and citizens may be restricted of their human rights until the emergency is lifted.

What Happens During Emergency Period?

• Partial or temporal suspension of the constitution.
• The principles of rule of law may be ignored.
• Movement may be restricted to certain areas or hours of the day.
• Some arrests can be carried out without any warrant.
• There may be restrictions on freedom of expression and the press.
• Human rights may be violated in the interest of security.
• It can lead to the involvement of the military in politics.

ASSIGNMENT:

• What do you understand by emergency?
• Mention five things that can happen during periods of emergency.

Ways Of Reducing Emergency

• Respect for Constitution : In a situation where people have respect for the constitution and laws of the land there will be a reduction in emergency cases.
• Promotion of Human Rights : Respect for human rights in conduct and relationship with other people will reduce emergency cases in society.
• Good Government : A situation where the government is responsive and responsible to the people there may not be any need for an emergency.
• Socio-Economic Development : The provision of basic infrastructure can reduce the causes of emergency. Where there is socio-economic development people are able to live in harmony with one another thereby promoting peace and orderliness.
• Public Enlightenment : People should be educated on the need to promote the social wellbeing of society. They should be taught their civic responsibilities to the government and the society at large.
• Respect for Democratic Principles : A state where people have respect for democratic principles such as rule of law, popular participation and fundamental rights there will reduction of emergency cases
• Mention five ways to reduce emergencies in a state.
• How can constitutionalism reduce cases of emergency?

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