Get the Roadmap and Report to unlock the work of over 300 leading scholars, educators, practitioners, and others who spent thousands of hours preparing this robust framework and guiding principles. The time is now to prioritize history and civics.
June 28, 2021 @ 10:30-11:30 AM ET | Seeking a Truce in the Civics & History Wars: Is 'Educating for American Democracy' the Answer?
Like the cicadas now infesting the mid-Atlantic, debates over how to present American history and civics to our children come around with striking regularity. In the early 1990s, the focus was on proposed national standards for U.S. history, which the Senate eventually condemned with a vote of 99–1. A few years ago, the dust-up was over the Advanced Placement U.S. History course. Today, it’s the backlash to the New York Times’ 1619 project, Donald Trump’s 1776 Commission, and the fight over “woke” history—all while current events (especially the January 6th insurrection) give many Americans angst about the future of democracy itself.
Stepping into the breach is a project funded by the National Endowment for the Humanities and U.S. Department of Education, seeking to find a path forward: the Educating for American Democracy (EAD) Roadmap, released earlier this year with much fanfare. This initiative brought together over 300 academics, historians, educators, and other experts, individuals with very different perspectives and backgrounds, with the goal of issuing guidance for excellence in K–12 U.S. history and civics instruction, and doing so with consensus. It’s been widely praised, but also criticized.
The question is whether the document succeeds at its stated goal. Does it fairly represent a diversity of political points of view, while being intellectually rigorous, content rich and pedagogically workable? Or is bias apparent in the final product?
Join us on Monday, June 28, for a debate over these important questions between Danielle Allen, political theorist at Harvard and one of the authors of the EAD Roadmap, and Mark Bauerlein, professor at Emory University and a critic of EAD, to be moderated by Fordham Institute president Michael J. Petrilli.
July 13, 2021 @ 12:00-5:00 PM EDT | ETS Symposium - Monitoring Civic Learning Opportunities and Outcomes: State of the Field and Future Directions
There is wide recognition that history and civics have been neglected disciplines in American K-12 education. Recent events, including the January 6th insurrection of the U.S. Capitol, underscored this point and the need to elevate learning in these essential disciplines. The Educating for American Democracy (EAD) initiative has garnered broad cross-partisan and stakeholder support as a way to re-imagine and re-prioritize the important civic mission of K-12 public education. As schools and districts begin to leverage EAD in meeting their civic mission, it is less clear and more important to figure out how our K-12 education system can more effectively and comprehensively measure and evaluate success in civic readiness. What is the role of formative assessment? What is the role of summative assessment? How can students, families, educators, schools, districts, and policy leaders collaborate in supporting and evaluating success? Join leading educational measurement experts, practitioners, and stakeholders in this important and timely conversation.
August 19, 2021 @ 9:30-11:00 AM EDT | New Hampshire Institute for Civics Education Discussion - Civics and Educating for American Democracy as an Equity Imperative
Join us for this discussion regarding the importance of equity and its place in America’s classrooms. Ace Parsi of iCivics, who immigrated to the US when he was eight, was an English language learner and free and reduced price lunch program student. He will discuss his passion for utilizing education as a driver for greater equity. Lynn Jennings, of the Education Trust, engages a diverse group of advocates at the national, state, and local levels who are working to forever close gaps in opportunity and achievement. Her grandfather was the principal of one of two all-black high schools in Bessemer, Alabama, from the 1950s through the 1970s. Watching her grandparents experiences and growing up in the segregated South showed her that often the system doesn’t work as it should and isn’t fair. Lynn has designed and implemented K-12 and higher education equity work.
1.5 Professional Development Hours available for educators