Civics
Embedded Files
Resources for Leading,
Teaching and Learning About Civics
State Seal of Civic Engagement & Civic Learning Award Resources
State Seal of Civic Engagement & Civic Learning Award Resources
"We have much to gain by revitalizing civic learning. The chief benefits of civic learning are a vibrant and informed civic life and democracy and a healthy society. High-quality civic learning also helps teach children skills they need for the 21st century workplace, such as critical thinking, problem solving, communication, collaboration, creativity, initiative and innovation. In addition, civic learning done right engages students by making what they learn at school more relevant to real life. It promotes academic achievement, as well, and prevents some students from dropping out. Civic learning is vital for our increasingly diverse California society." (The California Task Force On K-12 Civic Learning, 2014, p. 6)
Civic Learning Opportunities
Civic learning opportunities are part of the History-Social Science Framework for California K-12 Public Schools, which addresses the History-Social Science Content Standards, Common Core State Standards for English Language Arts and Literacy in History–Social Studies, Science, and Technical Subjects, the California English Language Development Standards, the English Language Arts/English Language Development Framework (ELA/ELD Framework), and the College, Career, and Civic Life (C3) Framework for Social Studies State Standards (also see the Civic Learning Compendium). "A constitutional democracy and its institutions depend on citizens who know how government works, understand and abide by the rule of law, vote, serve as jurors, stay informed about and make evidence-based decisions about public issues, respect the rights of others, participate in public affairs, and seek the betterment of their communities, state, and country." (History-Social Science Framework, Appendix E, p. 774) “Students who engage in inquiry- and project-based learning, including civic learning experiences, have opportunities to read and hear content texts within real-world contexts that enhance students’ engagement by piquing their interests and connecting with their own lives.” (ELA/ELD Framework, California Department of Education, 2015, p. 88)
Civic learning opportunities are part of the History-Social Science Framework for California K-12 Public Schools, which addresses the History-Social Science Content Standards, Common Core State Standards for English Language Arts and Literacy in History–Social Studies, Science, and Technical Subjects, the California English Language Development Standards, the English Language Arts/English Language Development Framework (ELA/ELD Framework), and the College, Career, and Civic Life (C3) Framework for Social Studies State Standards (also see the Civic Learning Compendium). "A constitutional democracy and its institutions depend on citizens who know how government works, understand and abide by the rule of law, vote, serve as jurors, stay informed about and make evidence-based decisions about public issues, respect the rights of others, participate in public affairs, and seek the betterment of their communities, state, and country." (History-Social Science Framework, Appendix E, p. 774) “Students who engage in inquiry- and project-based learning, including civic learning experiences, have opportunities to read and hear content texts within real-world contexts that enhance students’ engagement by piquing their interests and connecting with their own lives.” (ELA/ELD Framework, California Department of Education, 2015, p. 88)
Equity in Civic Education
The Leveraging Equity & Access in Democratic Education (LEADE) Initiative at UCLA & UC Riverside found that civic learning is infrequent and inequitable. Most school districts are under preparing students for civic engagement as revealed by "students' lack of sufficient opportunities, [there is] inequitable access to civic learning by parent education, civic and democratic goals are marginal to districts' missions, civic and democratic commitments are absent from districts’ accountability plans [Local Control and Accountability Plans (LCAP)], and there is little staffing and infrastructure that supports this civic agenda" (Rogers, J., Hodgin, E., Kahne, J., Cooper Geller, R., Kwako, A., Alkam S., & Bingener, C., 2020). While this research was conducted in California, nationwide there has been a call for increased civic education.
The Leveraging Equity & Access in Democratic Education (LEADE) Initiative at UCLA & UC Riverside found that civic learning is infrequent and inequitable. Most school districts are under preparing students for civic engagement as revealed by "students' lack of sufficient opportunities, [there is] inequitable access to civic learning by parent education, civic and democratic goals are marginal to districts' missions, civic and democratic commitments are absent from districts’ accountability plans [Local Control and Accountability Plans (LCAP)], and there is little staffing and infrastructure that supports this civic agenda" (Rogers, J., Hodgin, E., Kahne, J., Cooper Geller, R., Kwako, A., Alkam S., & Bingener, C., 2020). While this research was conducted in California, nationwide there has been a call for increased civic education.
Generation Citizen and iCivics explain that, "Equitable civics is inclusive, representative, and relevant; it promotes diverse voices and draws on students’ lived experiences and perspectives in order to engage them in understanding social issues, the power dynamics that cause them, and the power that young people have to bring change. Lack of funding for more, and more equitable, civic education is a concern for parents, administrators, students, and community members. Equitable civic education requires thoughtful reimagining of curricular and instructional goals around student agency, knowledge and skills, as well as policy and systems support in schools, districts, and the community. This work requires both reflection on organizational stances, goals, and agenda, as well as action towards helping young people understand the complexities of our government and the role they play within it" (Equity in Civic Education Project, 2020). The Educating for American Democracy (EAD) Roadmap attempts to redress the current lack of civic education in schools by providing as “an inquiry-based content framework for excellence in history and civics for all learners that is organized by major themes and questions, supported by key concepts. It is vertically spiraled across four grade bands (K–2, 3–5, 6–8, and 9–12), and offers a vision for the integration of history and civic education throughout grades K–12.”
Generation Citizen and iCivics explain that, "Equitable civics is inclusive, representative, and relevant; it promotes diverse voices and draws on students’ lived experiences and perspectives in order to engage them in understanding social issues, the power dynamics that cause them, and the power that young people have to bring change. Lack of funding for more, and more equitable, civic education is a concern for parents, administrators, students, and community members. Equitable civic education requires thoughtful reimagining of curricular and instructional goals around student agency, knowledge and skills, as well as policy and systems support in schools, districts, and the community. This work requires both reflection on organizational stances, goals, and agenda, as well as action towards helping young people understand the complexities of our government and the role they play within it" (Equity in Civic Education Project, 2020). The Educating for American Democracy (EAD) Roadmap attempts to redress the current lack of civic education in schools by providing as “an inquiry-based content framework for excellence in history and civics for all learners that is organized by major themes and questions, supported by key concepts. It is vertically spiraled across four grade bands (K–2, 3–5, 6–8, and 9–12), and offers a vision for the integration of history and civic education throughout grades K–12.”
Q & A
How can my team and I implement curriculum and student-centered practices for civic learning?
How can my team and I implement curriculum and student-centered practices for civic learning?
The History-Social Science Framework and supplemental resources, such as those featured below, are illustrative examples of K-12 integrated civics.
The History-Social Science Framework and supplemental resources, such as those featured below, are illustrative examples of K-12 integrated civics.
Appendix E: Educating for Democracy: Civic Education in the History–Social Science Curriculum (California Department of Education)
Appendix H: Practicing Civic Engagement: Service-Learning in the History–Social Science Framework (California Department of Education)
Videos and Resources for Preparing Youth for Democracy (Civic Education Research Group)
District/State Leaders One-Pager (Generation Citizen & iCivics)
Educating for Democracy (AASA, The School Superintendents Association)
How can my team and I support youth with community and civic engagement?
How can my team and I support youth with community and civic engagement?
"Civic engagement involves “working to make a difference in the civic life of one’s community and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes.”1 Civic engagement includes both paid and unpaid forms of political activism, environmentalism, and community and national service.2 Volunteering, national service, and service-learning are all forms of civic engagement" (Youth.gov). We elevate forums for youth to speak out on issues that matter to them and connect with other students, adult allies, and community partners. Learn more by reading, "Let’s Go There: Race, Ethnicity, and a Lived Civics Approach to Civic Education" (Cohen, Kahne, Marshall, Anderson, Brower, & Knight, 2018). The California Serves Grant Program promotes access to effective service learning for pupils in grade twelve who are enrolled at participating local educational agencies, with the goal of expanding access for high school graduates in obtaining a State Seal of Civic Engagement through service learning.
"Civic engagement involves “working to make a difference in the civic life of one’s community and developing the combination of knowledge, skills, values and motivation to make that difference. It means promoting the quality of life in a community, through both political and non-political processes.”1 Civic engagement includes both paid and unpaid forms of political activism, environmentalism, and community and national service.2 Volunteering, national service, and service-learning are all forms of civic engagement" (Youth.gov). We elevate forums for youth to speak out on issues that matter to them and connect with other students, adult allies, and community partners. Learn more by reading, "Let’s Go There: Race, Ethnicity, and a Lived Civics Approach to Civic Education" (Cohen, Kahne, Marshall, Anderson, Brower, & Knight, 2018). The California Serves Grant Program promotes access to effective service learning for pupils in grade twelve who are enrolled at participating local educational agencies, with the goal of expanding access for high school graduates in obtaining a State Seal of Civic Engagement through service learning.
How does the State Seal of Civic Engagement compare to the State Seal of Biliteracy?
How does the State Seal of Civic Engagement compare to the State Seal of Biliteracy?
"All California students, particularly those from historically marginalized communities, will have early and frequent access throughout their PK-12 education to high-quality civic learning opportunities that enable students to learn about civic and political issues, discuss and deliberate issues while considering multiple viewpoints, and to take informed action to work with others to address real world problems" (Vision, State Seal of Civic Engagement Roadmap). "California schools affirm, welcome, and respond to a diverse range of English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California" (Mission, CA EL Roadmap). Teaching for Global Competence and with the Sustainable Development Goals (SDGs) is a project based and deeper learning approach to addressing the goals of multilingualism, multiculturalism, and civic engagement by students addressing real world problems, aligned to the curriculum standards and frameworks.
"All California students, particularly those from historically marginalized communities, will have early and frequent access throughout their PK-12 education to high-quality civic learning opportunities that enable students to learn about civic and political issues, discuss and deliberate issues while considering multiple viewpoints, and to take informed action to work with others to address real world problems" (Vision, State Seal of Civic Engagement Roadmap). "California schools affirm, welcome, and respond to a diverse range of English learner (EL) strengths, needs, and identities. California schools prepare graduates with the linguistic, academic, and social skills and competencies they require for college, career, and civic participation in a global, diverse, and multilingual world, thus ensuring a thriving future for California" (Mission, CA EL Roadmap). Teaching for Global Competence and with the Sustainable Development Goals (SDGs) is a project based and deeper learning approach to addressing the goals of multilingualism, multiculturalism, and civic engagement by students addressing real world problems, aligned to the curriculum standards and frameworks.
How does the State Seal of Civic Engagement relate to the new Ethnic Studies Model Curriculum?
How does the State Seal of Civic Engagement relate to the new Ethnic Studies Model Curriculum?
The Ethnic Studies Model Curriculum updates are posted at: www.cde.ca.gov/ci/cr/cf/modelcurriculumprojects.asp.
The Ethnic Studies Model Curriculum updates are posted at: www.cde.ca.gov/ci/cr/cf/modelcurriculumprojects.asp.
State Seal of Civic Engagement implementation resources are provided by the California Department of Education and the resources below are organized around the State Seal of Civic Engagement Roadmap, developed by Authentic Preparation Today (ADP).
State Seal of Civic Engagement implementation resources are provided by the California Department of Education and the resources below are organized around the State Seal of Civic Engagement Roadmap, developed by Authentic Preparation Today (ADP).
1. Ensure equitable, universal, and early access
2. Value and honor students and their community as positive assets
2. Value and honor students and their community as positive assets
3. Promote student-centered learning to support the whole child to effect positive change
3. Promote student-centered learning to support the whole child to effect positive change
California Performance Assessment Collaborative Symposium (2020)
Youth-led Participatory Action Research (YPAR) Virtual Learning Curriculum (UC Berkeley)
4. Provide enabling conditions and structures of support
4. Provide enabling conditions and structures of support
Community and Civic Engagement
Transformative Social Emotional Learning
Transformative Social Emotional Learning
Transformative Social Emotional Learning (T-SEL) is a form of SEL implementation that promotes school and civic engagement toward more just communities. Students have a unique perspective on how high-level decisions impact the day-to-day life of the school, and their voices are critical to quality schoolwide SEL implementation and fostering equitable learning environments. By listening to students, schools can make informed decisions about the changes that will best support all learners and elevate student voice (CASEL). T-SEL is aimed at interrupting the reproduction of inequitable educational environments by attending to issues of identity, agency, belonging, and related issues such as power, privilege, prejudice, discrimination, social justice, empowerment, and self-determination. Young people and adults build strong, respectful, and lasting relationships to engage in co-learning. It facilitates critical examination of individual and contextual factors that contribute to inequities and collaborative solutions that lead to personal, community, and societal well-being. Through T-SEL, students and adults develop social and emotional skills needed for school and community engagement, with a focus on rights and responsibilities for creating learning environments that are caring and just.
Identity, a core part of self-awareness, which refers to how students (and adults) view themselves as individuals and as part of the world around them. Having a healthy sense of identity buffers against negative or traumatic experiences and contributes to positive academic, social, and emotional outcomes.
Agency, part of self-management, or feeling empowered to make choices and take actions that produce a positive difference. Agency helps young people make choices about learning and career goals, overcome personal challenges, and shape the course of their lives.
Belonging, part of social awareness, the experience of acceptance, respect, and inclusion within a group or community. Having a sense of belonging is critical to well-being, motivation, and achievement.
Collaborative Problem-Solving, part of relationship skills, the ability to build shared understanding and work together to come to solutions by pooling knowledge, skills, and efforts.
Curiosity, part of responsible decision-making, which leads to the pursuit of knowledge and different perspectives and contributes to attention, engagement, and learning.
Building Authentic School-Family Partnerships Through the Lens of Social and Emotional Learning (2023). This report focuses on the conditions and guiding actions to foster authentic school-family partnerships, featuring four case studies.
Rising Up Together: Spotlighting Transformative SEL in Practice With Latinx Youth (2021). This research brief is part of efforts to illustrate transformative SEL in practice based on surveys with youth, interviews with teachers, and observations during dedicated SEL instruction time in a predominantly Latinx school in a large urban district.
Emerging Insights on Advancing SEL as a Lever for Equity and Excellence” (2020). This report provides five key, emerging insights from our partner school districts working to leverage SEL in service of equity.
Equity and SEL: Districts Share Strategies and Best Practices (2018). This webinar features two CASEL partner districts on their efforts to integrate SEL and equity in their community.
District-Level Learnings From the Field: What Needs to be True When Redesigning School District Systems and Structures for Human Thriving? (2022). This brief from the BELE learning series focuses on designing systems and structures that center the humanity of students and educators.
Transformative SEL: Toward SEL in Service of Educational Equity and Excellence (2019). This article first introduced transformative SEL with a focus on race and ethnicity.
Equity and Social and Emotional Learning: A Cultural Analysis (2018). This brief explored the alignment between equity and SEL, eventually informing the updated definition of SEL in 2020.
Transformative Social and Emotional Learning: In Pursuit of Educational Equity and Excellence. This article describes the focal constructs of identity, agency, belonging, collaborative problem-solving, and curiosity.
CASEL CARES Webinar Series: SEL as a Lever for Equity and Social Justice (2020) five-part webinar series discusses equity and racial injustice through the lens of social and emotional learning.
Restorative Practices
Restorative Practices & SEL Alignment (CASEL, 2021)
Conflict Resolution & Peer Mediation Toolkit (IREX, 2013)
Radically Inclusive Discipline (McKibben, ASCD, 2021)
How to Keep Your Restorative Justice Program from Failing (Lyubansky, ASCD, 2021)
Antiracist Education
10 Resources for Teaching Anti-Racism (ISTE, 2023)
Anti-Racist Teaching That Moves Beyond the Surface (NCTE, 2022)
Racial Literacy (NCTE, 2021)
Beware of Equity Traps and Tropes (Dugan, ASCD, 2021)
Universal Design for Learning
Universal Design for Learning
The UDL Guidelines are a tool used in the implementation of Universal Design for Learning, a framework to improve and optimize teaching and learning for all people based on scientific insights into how humans learn. Learn more about the Universal Design for Learning framework from CAST and UDL 3.0. The UDL Guidelines can be used by educators, curriculum developers, researchers, parents, and anyone else who wants to implement the UDL framework in a learning environment. These guidelines offer a set of concrete suggestions that can be applied to any discipline or domain to ensure that all learners can access and participate in meaningful, challenging learning opportunities.
Culturally, Historically, and Linguistically Responsive Teaching and Learning
Culturally, Historically, and Linguistically Responsive Teaching and Learning
Guided Language Acquisition Design (GLAD or BeGLAD) is an instructional model for grades TK-12 that supports the vision of the California English Learner Roadmap policy by strengthening educational programs and practices for English learners. GLAD supports the implementation of integrated English-language development (ELD) and designated ELD. This model provides full and meaningful access to a 21st century education that results in attaining high levels of language proficiency and achievement of grade level standards.
Culturally sustaining pedagogy: Part 1 & Part 2; Comprehensive Literacy State Development Grant Resource Repository (CDE)
Asset-Based Pedagogies (California Department of Education, 2022)
Culturally Responsive Teaching Resources (Edutopia)
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