By William Marshak, Editor-in-Chief Emeritus
As we return to school and hurtle toward another election, enjoy this editorial from William Marshak. Many feel that the current elected government doesn’t reflect the values of the people, or protect the interests of the vulnerable. Worse, many feel like it’s futile to try to influence our elected officials for the better. But we do have power, if we know how to use it. Even if we just read up on the League of Women Voters voting guide and make a more informed choice in local elections. Teaching kids not only what to care about but how to effect change under the current system seems like another good place to start.
Summer days are quickly fading, giving way to cooling winds and reopening of school grounds for students, returning and new. Our future is on display as children, adolescents and young adults enter school grounds to engage in the art of education. Teachers, aides and management staff will attempt to engage young minds with the knowledge they need to succeed in a complex world. The struggle to find the best tools to achieve that goal continues, and, through it all, educators remain the front line of communication with the next generations.
Schools form the framework of good citizenship. Not only do they create an opportunity for academic progress, but social and civic awareness as well. In order for future generations to understand their vital role in our form of government, educators need to give high priority to providing information about our political system. The input of elected officials can promote participation. Not only learning the pledge of allegiance and textbook descriptions of the branches of responsibility, but participatory exercises and interaction with civic leaders is necessary. Without face-to-face discussions and presentations, government becomes existential, far removed from daily life. Students of all ages form their own priorities from outside cues and influences. The foundation of civic responsibility and action begins from an early age within families, schools and social interaction. Along with reading, writing and arithmetic, civic awareness should be a top priority. Our system of government depends on it.
A possible civic curriculum could include:
At the fourth grade level, a visit from an elected official to tell students about why he or she is involved in the system and what they do. This would bring politics to a local level that is understandable and create additional opportunities for discussion.
In Junior High school, students could be asked to view a select portion of a council or commission meeting – or a series of them – to report on a topic of interest and how it was resolved. Attendance at a board or commission meeting would also be instructive.
Senior High School students could form groups to study an issue that is under consideration by the city council and create an oral pro or con presentation by a spokesperson of the group. This not only would engage students in a logical and thoughtful investigation, but be part of the process as well.
It is only through citizen interaction with government processes that democracy can thrive. There are some who are naturally attracted to participation, but many others who have little or no involvement. It is in our best interests to include as many of our students as possible in civic affairs. Our cities know this and actively recruit youth for advisory commissions. However, it is critical to involve all students in this process so as they mature, their government and its effects are familiar.
