The lack of adequate civics instruction in United States? schools has led to a decrease in the knowledge, and interest, of the nation?s youth in government and the political process. Not enough time and energy is put into civics education. Students are receiving little instruction in civics and government, and for some, no instruction at all. This is evident in recent studies done to rate US students? knowledge of these issues. It is also evident in the lack of interest and participation in politics and governmental issues. Schools need to do something immediately to correct this problem, and offer sufficient civics instruction that will mold and influence the young citizens of America. The recent tragedies our nation endured have put civics education goals into action. President Bush recently outlined a new plan to ?improve students' knowledge of American history, increase their civic involvement, and deepen their love for our great country.? The plan has two parts: the first entitled ?We the People,? and the second entitled ?Our Documents.? (Bush speech, Sept. 17, 2002) Aside from this plan, there is more that can be done by teachers and schools to increase ci

Recent studies done by the National Assessment of Educational Progress (NAEP) of students? and civics and government knowledge have found that about two thirds of the fourth, eighth and twelfth grade students that were tested achieved at a ?basic level.? A little over twenty percent in each grade scored at the ?proficient? level, and only two percent of fourth and eighth graders and four percent of twelfth graders achieved at an ?advanced? level. (Ferguson, 2000, p. 19) This demonstrates that students are not receiving sufficient instruction in civics and government areas. While most students participating in the study correctly identified the roles of President Clinton, Martin Luther King, and Social Security, many could not correctly answer questions about the President signing bills into law, citizen participation in political campaigns, and how a county benefits from a Constitution. (Ibid.) The results of this study provide ample proof of the lack of adequate civic education and the need for a reevaluation of curricula in that area.

A lack of knowledge and interest in government and democracy has resulted in the low quality civics education being offered to most US students. An abundance of evidence shows that students are not receiving proper civics instruction, and thus react negatively to issues related to it. Schools need to improve their civics education programs, and offer students a quality view of democracy. President Bush has developed a two-part plan to help relieve this problem. This plan will hopefully improve civics instruction across the country. Teachers can also take part in this, by offering students civics education through encouraging critical thinking, teaching students to understand other points of view, and linking service learning to political action. Through Bush?s plan and these practices, US students can regain their knowledge of civics and go on to be educated, rational, and most importantly, concerned citizens.

Because there has been such an emphasis put on mathematics, English, and the natural sciences, social studies has been put ?on the back burner,? and given less attention and designated less instructional time. In an international study of civic knowledge and social studies in nine grade students, performed by the International Association for the

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