Next Generation Civics Education

As Americans gear up to celebrate the 4th of July, we face some unsettling questions about the state of our polity.  One of the most interesting is: What should the next generation of civics education look like?   A recent essay series at The Atlantic offers some ideas about how we can prepare future generations for public participation in a democracy, in particular a democracy that exists in an era of rapid technological change.  This post discusses some of their ideas, and how they can be implemented in the classroom using WorldView Software’s Civics program.In the introduction to the series, Adrienne LaFrance, Irina Raicu, and Eric Goldman write:

Everyone who participated in this series believes there is hope yet—for democracy, and for the institutions that support it. They also believe that technology can help, though it will take time and money to make it so. Democracy can still thrive in this uncertain age, they argue, but not without deliberate and immediate action from the people who believe it is worth protecting.

Debbie Chachra, a professor at Olin College of Engineering, writes in Gratitude for Invisible Systems about the complexity of the systems that undergird modern life, and the need for raising awareness of how systems both physical and regulatory work to fulfill the bottom layers of the pyramid of Maslow’s hierarchy of needs; to keep us safe, fed, and housed as well as informed and connected:

When we think about caring for our neighbors, we think about local churches, and charities—systems embedded in our communities. But I see these technological systems [infrastructure] as one of the main ways that we take care of each other at scale…If I were to make a suggestion for how technology could be used to improve our democracy, I would want to make these systems more visible, understandable, and valued by the general public.

Any course of study in civics has to study how national institutions such as the constellation of bureaucracies work, but also how non-government linking institutions such as the media and political parties work.  All of these institutions are complex creatures, worthy of lifetimes devoted to their study.  But a good outline, such as in WorldView Software’s Civics program — with chapters on each national institution — is a good place to start.

Alexander B. Howard, deputy director of the Sunlight Foundation, makes the point in Protecting the Public Commons that civics education is inherently about active participation:

Every member of civil society and institution has a role in informing communities about how government works. A core component of a high school education should include teaching people how to judge risk, statistical literacy, and how to exercise our rights to access public information.

WorldView’s Civics starts students on the right path with projects requiring students to track down public data, and case studies demonstrating the kind of risks that are easiest to personalize, such as insurance, fraud, and consumer rights.screen capture of civics title page

Finally, in the essay Lessons From Isaac Asimov’s Multivac, Shannon Vallor, a professor of philosophy at Santa Clara University writes that

Technology’s threat to democracy is not, at its root, that of poorly designed systems (though certainly design improvements can be made). The real threat is when technical progress is relied upon as a substitute for moral progress in cultivating the civic virtues, norms, and values that sustain functional democracies.

A related point is made over at The Scholarly Kitchen, where blogger Kent Anderson draws our attention to the algorithms that impact both what information is aggregated and what information we receive.  Filter bubbles are just part of that picture, possibly even worse is the way algorithms act and interact:

…we have helped to create an information space that is controlled in ways we can only guess at. Algorithms that even their creators don’t fully understand are increasingly exerting control over what we know and believe to be true.

Vallor recommends that platforms such as social media stop assuming users possess civic virtues such as “integrity, courage, empathy, perspective, benevolence, and respect for truth” and start trying to cultivate them. Anderson warns us to be careful there as well: reasserting a human moral compass may require some version of Asimov’s “Three Laws of Robotics” updated for algorithms.

Educators can encourage the growth of these traits as well: WorldView’s Civics program has a theme called “Participating in Public Life” which gathers together materials (overview sections, art images, projects, etc.) that illustrate and/or require students to demonstrate civic virtues through active participation in politics and government, whether local or national, virtual or in-real-life.


BulbgraphOnOffUse the outline page in guided essays to spark in-class discussion on using supporting evidence. Click on “Hint” for ideas.


Preview WorldView Software’s programs for free at company logohttp://www.worldviewsoftware.com/preview/

Social morphogenesis and the limitations of political modelling

“If we rely on past and present data to predict future events, the weakness of the model we use will reside in its capacity to cope with genuine novelty. One response to this might be to account for such novelty as once-in-a-lifetime chance occurrence. But one of the conclusions we might draw from the Centre for Social Ontology’s Social Morphogenesis project is that social novelty is being generated at an ever-increasing rate.”

— Source: Mark Carrigan

[Interesting discussion of the concept of novelty, using the 2016 U.S. presidential campaign for examples.  Brainstorming or scaffolding about novelty with the class is a tremendous way to introduce or conclude units!]

PROGRAM UPDATE: Presidential Powers

New for 2017, WorldView Software’s U.S. Government: An Interactive Approach has new resources for learning more about the president of the United States.

Chapter 9: The Presidency has a new image with introduction and questions called Graph: Executive Orders, which shows the use of these orders in comparison by president from FDR through Obama:

Screenshot of Graph: Executive Orders

Chapter 9: The Presidency also has an updated overview and revised conceptual questions that reflect President Trump’s use of social media, and new glossary terms (which are linked from their context in the overview).

Screenshot of Chapter 9: The Presidency overview showing linked terms that are defined in the glossary.

BulbgraphOnOffUse our databank of study questions in a polling service such as in Google Classroom to do quick mid-stream assessments.


Preview WorldView Software’s programs for free at company logohttp://www.worldviewsoftware.com/preview/

PROGRAM UPDATE: Evaluating Fake News

New for 2017, WorldView Software’s U.S. Government: An Interactive Approach has resources for learning about how to distinguish real news from fake.

Chapter 5: The Media overview section “Newer Media” has been updated to discuss the propaganda phenomenon, with corresponding factual and conceptual questions for assessment as well as additional vocabulary terms in the glossary.

Screenshot of the updated Chapter 5: The Media.

And that’s not all!  The Tutorial: Social Media has been updated to include information on how to evaluate news articles, including the handy flowchart from the Featured Image for instant appraisal (this updated tutorial is also available in American History II: Reconstruction to the Present).

Finally, the Graph: Primary Sources of News has been updated to show how online news sources overtook other mediums:

Screenshot of the updated Graph: Primary Sources of News

BulbgraphOnOffArt images can be used to discuss the differences between visual and textual sources.


Preview WorldView Software’s programs for free at company logohttp://www.worldviewsoftware.com/preview/

Resource Highlight: Global Voices and Watching America

Ever wonder what the rest of the world is thinking? Global Voices is a collection of news articles and opinion pieces from around the world.

We curate, verify and translate trending news and stories you might be missing on the Internet, from blogs, independent press and social media in 167 countries.

If you’re wondering what the rest of the world is thinking about America specifically, look no further than Watching America.  This is a collection of translations by volunteers, with quick links to more content translated by machine.

WatchingAmerica makes available in English articles written about the U.S. by foreigners, often for foreign audiences, and often in other languages. Since WatchingAmerica offers its own translations, regular users of our site will enjoy articles not available in English anywhere else. We are a unique window into world opinion.

Particularly in an era dominated by fake news (and charges of fake news), news from diverse sources is extremely important. Break out of the bubble!

Japanese-American Internment

Recently, Newsday did a wonderful story interviewing some of the local survivors and descendants of Japanese-Americans who were interned during World War II under Executive Order 9066.

“I don’t know what to expect in the future,” she said. “The government cannot repeat this, what happened to the Japanese-Americans. [The government] signed off and apologized for doing this. So they better not try to do it again.”

Some of the interviewees note that the internment camps are not covered in school.  Does your social studies textbook cover this painful episode in American history?  If not, use WorldView Software’s resources:

  • American History II:
    • Chapter 11 Overview: World War II and the Post-War Peace
    • Document: Japanese-American Internment (“Executive Order 9066” and “Instructions to All Japanese Living on Bainbridge Island”)
    • Internet Project: The Home Front
  • Basic American History II
    • Document: Japanese-American Internment (“Executive Order 9066” and “Instructions to All Japanese Living on Bainbridge Island”)
    • Internet Project: America’s World War II Effort
  • U.S. Government
    • Document: Japanese-American Internment (“Executive Order 9066” and “Instructions to All Japanese Living on Bainbridge Island”)

[The featured image is “Manzanar from guard tower, summer heat, view SW, Manzanar Relocation Center,” photograph by Ansel Adams in the Library of Congress.]


BulbgraphOnOffWhen assigning students an unguided essay, remind them they can refer to the “How to Write an Essay” tutorial for help.


Preview WorldView Software’s programs for free at company logohttp://www.worldviewsoftware.com/preview/

Top Ten Posts in 2016

These were the posts on WorldView Software’s blog that were most popular over the past year:

  1. Home page / Archives – See the latest post here
  2. American Ancestry in Maps – there are LOTS of people with German ancestry
  3. Transgender People in History – definitions, historical examples, and more
  4. The Museum of Lost Objects – documenting antiquities lost to war
  5. How Do Polls Work? – when is a poll a valid measure of public opinion?
  6. Economic Indicators – non-traditional indicators of economic well-being (or not)
  7. Phases of the Moon – why we keep track of the moon
  8. Could You Come up with $1,000 for an Emergency? – a personal financial literacy issue
  9. Secular Homeschoolers – why WorldView’s materials are a good fit
  10. Using Pokémon Go to Teach Local History – how to work the fad into your lesson planning

Have a happy new year, and thanks for reading!


BulbgraphOnOffAlmost any current browser can be used with WorldView Software, making it accessible from a wide range of devices.


Preview WorldView Software’s programs for free at company logohttp://www.worldviewsoftware.com/preview/