Election 2024 and public education - What if we expected this of high school graduates?

 

by Peter Huidekoper, Jr. – Oct. 31, 2024

How U.S. elections might look someday, if we teach to these standards.

   I was discussing the American electorate, as seen in this Presidential campaign, with a friend and former colleague. She taught for over 40 years. In her mid-80’s, she remains engaged with political campaigns in her community. Her observation this fall has stayed with me.

   “That we find ourselves in this situation reflects the failure of public education in America.”

   Today’s voters, most of them, graduated from our K-12 system. Can they distinguish statements based on evidence from outright lies? Can they recognize efforts to rewrite history? Can they detect and challenge disinformation campaigns from Russia and China—from domestic sources too? And no matter their party affiliation, can they acknowledge that a violent attack on the nation’s Capitol was not “a day of love”?

   Here is a simple reminder of what we claim to teach, what we hope students have learned, by the end of 12^th grade. All examples taken from what we have created and approved: our Colorado Academic Standards. No “what if” involved. This is what we expect of our graduates.

   Ambitious? Yes. But all the more necessary, in light of what we have seen this year. Critical, in fact, if future campaigns are not to be as dishonest and disheartening as this one.

 

From our Colorado Academic Standards

A small example of what we expect students can do by the time they graduate

 

Reading

4. Read a wide range of informational texts to build knowledge and to better understand the human experience.  “Students Can”- two examples:

- Analyze 17th-, 18th-, and 19th-century foundational U.S. documents of historical and literary significance (for example: The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, Lincoln’s Second Inaugural Address) for their themes, purposes, and rhetorical features by the end of 12th grade.

- Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (for example: in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (for example: The Federalist Papers, presidential addresses) by the end of 12th grade.

 

Writing

6. Craft arguments using techniques specific to the genre.  “Students Can”- two examples:

- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

- Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

 

Social Studies: Section 4, Civics.

·       Analyze the origins, structures, and functions of governments to evaluate the impact on citizens and the global society.”     -   “Students Can”- three examples:

- Analyze the processes for amending the Constitutions of Colorado and the United States and the significant changes that have occurred to those documents including both the Colorado and the United States’ Bills of Rights.

- Describe the role and development of the founding documents of Colorado and the United States from their inception to modern day. Including but not limited to: … the Declaration of Independence, the Constitutions of the United States and Colorado, the Federalist Papers, and the Bill of Rights.

- Evaluate the role of the judicial system in protecting life, liberty, and property for all persons in the United States.

 

·       Express an understanding of how civic participation affects policy by applying the rights and responsibilities of a citizen.    -   “Students Can” – four examples:  

- Evaluate traditional and non-traditional types of media (both historic and modern), including social media for reliability, credibility, and how they may influence government policy and public opinion.

Colorado Essential Skills: 1. Interpret information and draw conclusions based on the best analysis. 2. Participate effectively in civic life. 3. Analyze both how and why media messages are constructed, and for what purposes…

- Evaluate opportunities for people to participate in and influence government through interest groups and social movements. For example: The tactics and strategies of nonviolent resistance championed by Dr. Martin Luther King in response to the Jim Crow laws of that era, or the Indigenous land rights movement.

- Analyze the impact of state and federal policies on campaigns and elections. For example: PACs, campaign finance, gerrymandering/redistricting, state and federal voting laws and regulations, Colorado’s voting laws, and the Federal Election Commission.

- Analyze and explain the importance of the principles of democracy and the inherent competition among values. For example: freedom and security, individual rights and common good, general welfare, and rights and responsibilities.

 

From a list of Inquiry Questions* for high school students (in the Civics Standards)        - What are the rights and responsibilities of people in the United States?        - What is the role of the Electoral College in electing the U.S. President?        - What current issues surround voting rights at the local, state, and national level?        - How have the courts interpreted and modified civil rights and civil liberties over time?

* “The sample questions that are intended to promote deeper thinking, reflection and refined understandings precisely related to the grade level expectation.’’ (CDE – Academic Standards) 

**.

   Some will say it sounds like too much. Do any Colorado schools actually meet such high expectations?

   But by expecting too little we have helped create the current state of affairs. Of course public education is not the sole cause. Nevertheless, schools and teachers have a critical role to play in preparing citizens. In succumbing to a range of other priorities, we have fallen short.

   These standards offer hope. If we made a real effort to meet these targets, I see two huge benefits: Our students would gain the knowledge and skills essential to maintain a healthy democracy. And tomorrow’s campaigns would look nothing like the election of 2024.