On a chilly Monday morning, Thomas Jefferson Independent Day School fifth-graders Sarina Shah and Astara Martin worked to raise the American flag at their school.
I tried to raise the flag, being careful not to let it touch the ground, but the crank stopped moving. The mechanism stops working in the cold. The girls worked together to slowly push the flag up the pole.
“Teamwork makes dreams come true,” Martin said as the flag rose in a bright sky.
Mary Arnold, who teaches third- through fifth-grade social studies, said raising the flag is an important step in the school's civics journey. Before tackling the assignment, students learn about flag etiquette, the meaning of the folds, and why they should respect the flag. This includes always knowing when to go down to half-staff.
“When I get a statement from the president, I'll post it. They think the president emailed me personally, but I'm trying to explain to them that I'm on the mailing list.” Arnold said with a laugh.
Thomas Jefferson's commitment to civics education dates back to the founding of schools. Arnold taught at Thomas Jefferson for 29 years. She began teaching in her second year when the school opened and she has always been passionate about social studies, especially civics. These lessons are naturally integrated into the curriculum.
“It's such a big part of me and our mission that it's very difficult to separate them,” Arnold said.
Nationwide, enrollment in courses that study civil rights, or the rights and duties of citizenship, is on the decline.
A 2017 report by the National Education Association states, “Until the 1960s, American high school students typically took three separate courses: civics and public administration. However, in the decades that followed, the curriculum changed. As the school contracted, civics subjects were cut back and even lost.” Under the NCLB-era standardized testing system, it was designated a “core subject,'''' he said, referring to “No Child Left Behind.''
The report, titled “The Forgotten Purpose: Civics Education in Public Schools,” found that “only 25 percent of U.S. students meet the NAEP (National Association for the Advancement of Education) civics assessment proficiency standards.” continued.
mission statement
Arnold said civics begins with students learning about their communities in school. Students begin by memorizing Thomas Jefferson's mission statement.
“These are not just words on a piece of paper,” Arnold said. “Every student who takes my class learns and understands the mission statement and what it means to be a student of Thomas Jefferson.”
Arnold said civics education continues by teaching students how to be good citizens, how to manage themselves, and how to be productive citizens not only in school but in their city, state and country. said.
Martin, who is in his first year at Thomas Jefferson, said he likes the instruction he gets there. Students are taught the significance behind the lessons and it helps them understand the history that happened to this country to get us here.
“I think that's important because as you get older, it's good to learn about your history,” Martin said. “We need to appreciate what our founding fathers did for us and how they sacrificed themselves for the greater good.”
Arnold also helped develop an annual Veterans Day program for students to honor veterans in their families and communities. During this time, they also write letters to local veterans.
In fifth grade, students become presidents and learn about their lives and tenures. They read books and create board games dedicated to the president. At the final presentation at the end of the school year, students may dress up as the president.
“They're learning a lot about the kind of person the president is,” Arnold said. “Sometimes they are very surprised by the information they learn about the human side of the president beyond politics and policy.”
history of missouri
Similarly, fourth graders learn about the state and third graders learn about Missouri history in school.
Arnold said these civics lessons are integrated into daily activities. Discussions about national and local events, such as the 2011 Joplin tornado, provide learning opportunities. In class, talk about how people helped each other after the tornado.
During these discussions, Arnold describes what school life was like at Thomas Jefferson after the tornado. The school was open to families, and teachers brought in food from home to cook. The school emphasizes helping others as a civics education that goes beyond the obligation to be a good citizen.
“My students weren’t alive then, but they still get it,” Arnold said. “They know the spirit of how people came together.”
Maisie Shipherd, a junior at Thomas Jefferson, has been attending the school since kindergarten. While attending her school, she said she learned how students can lead and serve in the community.
“I think this is really important because as students and teens, we don't realize how much of an impact we can have on our communities,” Shipherd said. said. “It's important that young people learn how they can make an impact.”
Shipherd said the high school has been talking a lot about free speech lately. This discussion generated a good conversation among students from many perspectives.
These conversations are often led by senior classes during meetings. High school students divide into groups and discuss problems.
“I think this will help them learn that they can express their opinions and different points of view while remaining respectful and open to all opinions regarding civics,” Shipherd said.
She also remembers middle school civics classes, including learning about presidents. In her mind, these lessons helped shape her students and their futures. She fondly remembers the flag raising in her fifth grade year and the lessons Arnold taught her about respecting the flag.
“I think that was a pivotal moment where I really learned the importance of civic engagement and how I could serve,” Shipherd said. “When you think back to the various Thomas Jefferson traditions that we did, it plays an important role.”