The coming of the eighteen-year-old vote places a new demand on the high schools for relevance in citizenship training. The town government seminar developed at Lincoln-Sudbury Regional High School offers an innovative alternative to the traditional approaches to civics education. (Editor)

The relationship of democracy to the formal education of American students is examined. The author points out that schools, in teaching democracy, teach dogma without imparting much notion of practice. It is suggested that democracy cannot be taught in the classroom. What can be taught, however, is a manner of subordination. (SM)

In 1973, a major effort to assess teacher preparedness for civic education was launched in a series of surveys of elementary teachers conducted in several sections of the nation by The Elementary School Political Science Curriculum Project of The American Political Science Association. Surveys elementary teachers in Atlanta, Georgia, to determine…

Discusses the distinction between education and learning and their relationship to active citizenship. Addresses the role of universities and adult education in providing a second chance for second class citizens. (SK)

Describes nine entries from the ERIC database dealing with democratic participation. Lists works on democratic values, recent changes in the societies of formerly socialist countries, educational goals, curriculum, and community service for young people. Includes information on how to obtain copies and additional entries. (DK)

Ethical idealism is a critical ingredient of democratic society. The disillusionment and pessimism of many young people must be addressed, and the socially corrosive effects of the myth of the American dream must be countered with social awareness, civic literacy, and civic responsibility. (SK)

Teaching about the U.S. Constitution must enable students to appreciate the meaning of the U.S. system of government and civil liberties. Many methods beyond rote memorization are available to ensure that adults understand their rights and responsibilities as citizens. (SK)

Examines three of the major, nonprofit, nonpartisan Washington-based civic education programs: Close Up Foundation, the Congressional Youth Leadership Council, and Washington Workshops Foundation. Outlines each programs' cost, philosophy, schedule, admissions requirements, address, and accommodations. Stresses the value of field-trip experience.…

Suggests that research on Congressional history is problematic due to the complexity of the institution. Provides a literature review broken down by the era covered in the works, beginning with the colonial roots of Congress and continuing until the present in 50-year spans. Notes sources for historical materials on Congress. (DSK)

Discusses four categories of instructional strategies for teaching civics and citizenship education and their implications for Asian schools: class-based, passive-cognitive; school-based, passive-cognitive; class-based, active-participatory; and school-based, active-participatory. Concludes that no one strategy alone will be effective, but…

Describes the performance of eighth graders on 37 questions from the National Assessment of Educational Progress 1998 Civics Assessment and indicates percentages of students answering given questions correctly. Includes samples of students' written responses. (Author/SLD)

Service learning has moved into the mainstream of American higher education as an effective pedagogical approach to improving the teaching and learning of course content, but it has not sufficiently addressed the civic dimensions of the disciplines. The next phase of service learning's development must focus on the achievement of civic learning…