Throughout the Middle School and Upper School we have history courses that focus on civics, of course, and in U.S. History there is also civics-oriented information. Beyond that, there are different courses in history, science and English. For example, in AP Human Geography, students learn about demographics, immigration, how cities work, gentrification, and red lining. Different courses in science and English help students develop the tools they need. In AP Environmental Science, they learn how the natural environment functions, how it needs to be cared for, and policies that have a positive or negative impact in the world we all live in. These are all things that they need to know about, but they need to have a deeper understanding of the context.

By becoming involved in Model UN, Civic Scholars are taking the initiative to immerse themselves in global issues and exemplify engagement for their peers by showing that it matters. It gives them direct experience in global policymaking, requires them to learn how Congress works, do role playing and study national policies, to learn how to negotiate with one another, to understand how bills are passed, and how the U.N. works. 

The students involved in the program are self-driven, so my role is advisory in the sense of developing their ideas, facilitating the process, supporting and trying to help channel their self interest, and make sure they stay on track. Broadly it’s helping them develop a realistic idea, helping them figure out whom to talk to about going further with their idea, and helping them with their timetable.

In an article in the Peabody Journal of Education, University of Notre Dame professor Dr. David Campbell analyzed what social scientists have learned about civics instruction in U.S. secondary schools. His conclusion: Handled well, civic education can have a positive effect on young people’s “active citizenship in a democratic society.”